Statement of Educational Goals and Philosophy Essay -- Philosophy of E

Statement of Educational Goals and Philosophy As children we have many goals and dreams. Eventually, the time comes when we have to make a career decision based on our interests and goals. The choices that we make now will have a lasting effect on our lives. Like most college students I have explored many career options, but I am always lead back to the education field. Teachers have a very difficult job because they have the power to shape and inspire our future nation. Although that can be an intimidating and often scary thought, it also gives me inspiration to move ahead in pursuing my goal of becoming a teacher. I have always had a passion for children. There is nothing like watching a child grow and watching their mind expand as they learn. Teachers play such an important role in a child’s life. They are often the only one who is there to encourage and support them. If I can make a difference in only one child’s life, then I will have fulfilled my purpose of becoming a teacher. Teaching is not only about standing in front of a classroom and showing children how to work a math problem. It involves a whole different element of modeling for children morals such as respect for oneself as well as others, self-discipline, and a positive self-concept. There are many different personalities and levels of learning in a classroom. As a teacher, I plan to know each of my students personality, learning style, and academic level so that I can conform to these needs and create the best learning environment possible for all of my students. The definition of knowledge is the fact or condition of knowing something with familiarity gained through experience or association. The nature of... ...ssignments efficiently. I plan to graduate from Concord in the Spring 2004. After graduation, I plan to enter the masters program at either Concord or West Virginia University. At some point in my career I plan to continue my education and obtain my doctorate in education. The teaching profession offers many benefits in its teacher union, so I plan to join the teacher’s union wherever I will be employed. Teaching is a very rewarding career. I am very excited about completing my education and going into my own classroom. I hope that I can inspire my students and be a positive role model in their life. I want to be an effective teacher who brings out the best in my students; I want to show my students that they can do anything they put their mind to and I want to give them the confidence and the ambition to achieve their goals.

Child and young person development Essay

1.2 Describe with example how different aspects of development can affect one another. When it comes to different aspects of development there are many examples that can describe how it effects one another, these are as follows: If a child is less developed in reading, when it comes to children having reading time on the carpet in groups, they may feel uncomfortable and unable to form friendships due to embarrassment and low self esteem. This will then affect their language and social development. This can cause the child to feel lonely and angry at themselves because they are not at the other children’s level of learning. If a child doesn’t like to share toys, this can cause a problem with social interaction as they will find it hard to  form friendships. The other children will try to avoid the child that is unable to share, this can affect the emotional and social development of the child who is unwilling to share as they will feel lonely and neglected and even aba ndoned. If a child is overweight and obese he will struggle to do PE at school as he won’t have the energy and will get tired very quickly. This can cause his classmates to be annoyed with him for delaying the class due to his weight and they will bully him for it. This would leave the child feeling very hurt, embarrassed and he will lose his confidence and self-esteem. This will then effect his physical, social and emotional development. If a child is use to having his way all the time, such as him eating his lunch whilst watching TV, when the child is at nursery and boundaries are in place this will cause the child to have temper tantrums and become angry. This will affect his social, emotional and behaviour development. As he will not understand why at home he can watch TV and eat on the sofa, but at nursery he has to sit with the other children at the table and eat. This will make him feel very upset and frustrated as he is unable to understand the reasons behind it. 2.1 Describe with examples the kinds of influences that affect children and young people’s development including: background, health and environment. Background Children will be part of different ethnic backgrounds, cultures, environments and circumstances; with their families going through different changes school may not be aware of it. Deprivation and poverty can effect pupil’s development, statistics show that children who come from deprived backgrounds are less likely to achieve well in school as parents find it difficult to manage their needs. Some children may come from a home schooling environment so when they start a new school it will be difficult for them to adapt to different teaching methods so they will need additional support. Health Development opportunities can be restricted if a child suffers from poor health or disability. For example, a child who has a disability may be less able to engage in some activates during school. This can affect their physical development but may also restrict their social communication, for  example, on the playground. When a child is aware of their needs it can affect them emotionally. It’s important that children are supported to ensure they are included in as much as possible. Environment The different environment and circumstances that pupils are exposed to at school and during their childhood and teens can affect their development. Many families may go through changes, which will have an impact on the way children respond in different situations. Families may break-up, get divorced or a new partner may be introduced which may effect children emotionally. Families may move house or change country, which can affect individuals socially, there could be a bereavement or illness in the family, which can be traumatic and upsetting for the whole family. If a child is looked after or in care it can effect their development emotionally, socially and physically. 2.2 Describe with examples the importance of recognizing and responding to concerns about children and young people’s development. The following things would cause concern about a child or young person’s development. If the problem was left untreated then things could get worse, and a delay in treatment could mean that the outcome is not as good as it would have been if treatment was started earlier. Speech / Language. If a child or young person does not talk to anyone or even only speaks a few words compared to others, this may cause concern. This would socially affect the child or young person’s because they would find it hard to make friends, work in groups or even interact with adults. It would also affect their communicational development because they would find it hard to speak to people and also may find it hard to listen to instructions etc. Early intervention would be the best way to respond to this concern, the first step would be to have the child or young person’s hearing checked because if they have poor hearing they will find it hard to hear people so will not want to communicate with others in case they get something wrong. Poor reading and writing. If a child or young person has difficulties with their reading and writing it  may cause concern, but this may not be noticeable until the child is around the age of 6 or 7 because by this age they should have learnt how letters are formed and start to string words together. These are the main skills a child needs to help them develop in all areas. Due to poor reading and writing the child or young person will start to fall behind his peers of the same age. They may find it difficult to interact or make friends with others who are more advanced than them, in case they are bullied etc. They would struggle with their intellectual development not only with the reading and writing, but they would struggle with their memory and even their concentration. 3.3.1. Identify the transitions experienced by most children and young people’s. Most children may experience transitions; transitions can be long term or short term. Some transitions that most children may experience are likely to be, starting school or changing from one school to another. Some families may move house several times throughout their lives this can affect a child in that they have to try and make new friends and get use to the area in which they will be living. Children and young people have to make very many of their transitions without prior personal experience, and it can sometimes appear to them as a daunting list of ‘firsts’: first day at school; first exam; first sexual experience. Most of these changes are navigated well by most children and young people, as and when they are ready. The experience they gain and the skills they learn in the process equip them to deal with the challenges of life ahead. The diverse range of transitions faced by children and young people includes: starting or moving school, puberty, bereavement, parents splitting up, illness (their own or a parent’s or sibling’s),changing friendship groups, entry to, or leaving, a pupil referral unit, moving through child health services into adult services, coming out as gay or lesbian this this affects older children, leaving home. Young people and children will need help and support from peers and adults to successfully make the transition to the next stage in their life. The nature and timing and giver of the support will vary depending on the individual’s needs and circumstances. Transition experienced by most children and young people include: Moving away – This could make the child or young person frustrated because they are being torn away from  either their favourite place or friends, this could also make the child become anxious. Friends moving away – This could make the child or young person feel nervous because they will then have to make new friends which may not be easy for the child, this could also make the child become anxious and become shy. Puberty – This could make the child or young person feel confused because they cant control what is happening to them, this could also make the child become dismissive or make the child become argumentative with parents or carers. Starting a new school – This could make the child or young person feel nervous because they have to make new friends and could make the child feel anxious because they don’t know what will happen. This could also make the child become shy or dism issive or even anxious. 3.3.2. Identify transitions that only some children and young people may experience e.g. bereavement. Transitions experienced by only some children and young people include: Diagnosis of a disability – This could make the child or young person feel jealousy because he/she may feel different, this could also make the child act unusual such as being dismissive. Divorce – This could make the child or young person feel frustrated, confused because the child or young person may not be seeing one parent as much as before, this could also make the child act unusual such as becoming withdrawn and being argumentative with parents. New siblings – This could make the child or young person feel jealous because he/she may not be getting as much attention as before, this also make the child act unusual such as becoming dismissive . New step parent – This could make the child or young person feel jealous because he/she may not get as much attention as before. Sometimes this can bring huge positive changes.It can impart the child’s life in a good way. Bereavement-the death of a close friend or relative may be very traumatic for a child, when it comes to times of change and transitions you should give children every opportunity to talk about what. 3.3.3. Describe with examples how transitions may affect children and young people’s behaviour and development. Transitions are an essential part of a  child and young persons development. These changes within a child or young persons life may be progressive or sudden. They present the child/young person with challenges which they must overcome. Transitions are stressful for children and young people, just as they are for adults, and the resulting stress can have far-reaching effects on children’s emotional well being and academic achievements. How a child or young person deals with transitions is greatly affected by the support and response children get from those around them. A child’s early experiences of transitions will have a big impact on how they handle transitions at later stages of life. As some changes of transitions are not anticipated, they can cause distress and feelings of lack of control in the child or young person. This can affect emotional and behavioural development, in turn leading to possible impacts on physiological and intellectual development. The transitions that children and young people face can be: Emotional: affected by personal experiences, for example bereavement or the divorce or separation of parents ,Physical: moving to a new home, class or school, Intellectual: moving from one type of organisation to another, for example from nursery to school, primary school to secondary school, secondary school to college or college to university Physiological: going through puberty or a long-term medical condition. Puberty is a major transition that all children at some point, will have to go through. It can be a difficult time for both sexes emotionally, socially and physically. Behaviour will change and so will their physical appearance, which may cause them to feel insecure, especially if they are female. Peer approval will become increasingly important and may be related to physical development. Males may show more aggressive behaviour as their hormone levels increase and females may become insecure about late development or embarrassed about early development. Both sexes will be very aware of their changes and will compare their own rate of development with that of their friends. Most, reach puberty around the same time, some develop earlier and some later. Boys who develop more quickly are often found to be more popular and independent. Girls, however, if developing earlier than their friends tend to get teased and have a more negative experience. The development of breasts can be very embarrassing for a girl, as it may bring a lot of unwanted comments and attention, not only from boys, but also from other girls who may be jealous of the attention the girl  is getting, or may be teasing and gossiping. This can lower a person’s confidence and make them feel very uncomfortable. Changing for sports in a communal area could become an issue, with other girls staring, and may make the young person stay away from sports, preferring to go sick, rather than endure the unwanted attention. One main transition within a child’s life is changing schools. This can make children feel insecure, nervous and anxious about the unknown. Whilst they may feel some sense of excitement about the new experiences they will be exposed too they will generally be apprehensive. They may be leaving behind good friends, loved teachers, a great support network and may feel a huge sense of loss. Their behaviour may change, they may become withdrawn and emotional. TDA 2.2: Safeguarding the welfare of children and young people. 1.1.1 Identify the current Identify the Current Legislation, Guidelines, Policies and Procedures for Safeguarding the Welfare of Children and Young People including e-safety. The current legislation and guidelines are policies and procedures for safeguarding who is promoting children’s welfare and putting measures in lace to improve children’s safety and preserve abuse. Child protection who are action taken to protect child when there is a reasonable belief that they are at risk of significant harm. All in setting for children and young people in England and Wales are the result of legislation passed in parliament, including England and Wales, the children Act 1989 and children Act 2004. Current Identify the Current Legislation, Guidelines for Safeguarding the Welfare of Children and Young People are Children’s act 1098/2004, Education act 2002,E-safety 2008, Safeguarding, Human rights act, The Vetti ng and Barring Scheme. Children’s act 2004 has five outcomes for well-being in childhood and later life. These are: being healthy; staying safe; enjoying and achieving; making a positive contribution and achieving economic well-being. In 2000, an 8 year old girl called Victoria Climbià ¨ was tortured and murdered by her guardians. Her death resulted in a mass investigation and the demand for stricter child safety laws. The inquest in 2003, lead by Lord Laming, led to the green paper, a preliminary report of government proposals that is published in order to raise discussion on the matter, named Every Child Matters The Act includes: a Children’s Commissioner to champion the views and interests of children and young  people; a duty on Local Authorities to make arrangements to promote co-operation between agencies and other appropriate bodies (such as voluntary and community organisations) in order to improve children’s well-being (where well-being is defined by reference to the five outcomes), and a duty on key partners to take part in the co-operation arrangements; a dut y on key agencies to safeguard and promote the welfare of children; a duty on Local Authorities to set up Local Safeguarding Children Boards and on key partners to take part; provision for indexes or databases containing basic information about children and young people to enable better sharing of information; a requirement for a single Children and Young People’s Plan to be drawn up by each Local Authority; a requirement on Local Authorities to appoint a Director of Children’s Services and designate a Lead Member; the creation of an integrated inspection framework and the conduct of Joint Area Reviews to assess local areas’ progress in improving outcomes; and provisions relating to foster care, private fostering and the education of children in care. Education Act 2002 refers to an Act of the Parliament of the United Kingdom which amended legislation relating to academies, publicly-funded schools operating outside of local government control and with a significant degree of autonomy areas such as wages and digressing from the na tional curriculum. Policies and procedures All settings and pre-schools working with children and young people must have a policy for protection of children under the age of 18 that states responsibilities and is reviewed annually, preparations to work with the Local Safeguarding Children Board, a duty to apprise the Independent Safeguarding Authority of any individual who is threat to children, training on safeguarding for all staff and volunteers, effective rick assessment of the provision to check that the safeguarding policy and plans work, arrangements for DRB checks on all adults who has regular connection with children up to age of 18, contact details of a parent or carer for all children under the age of 18. E-safety The internet and video games are very popular with children and young people and offer a range of opportunities for fun, learning and development. But there are concerns over potentially inappropriate material, which range from  content (eg violence) through to contact and conduct of children in the digital world. Debates and research in this area can be highly polarised and charged with emotion. Dr Tanya Byron, in her landmark report ‘Safer Children in a Digital World’, published in March 2008,set out a challenging agenda for Government, its partners, industry and the third sector, to work together to make children safer when using the internet and video games. Government accepted all of Dr Byron’s recommendations in full, signifying our commitment to children’s safety when using new technology. We cannot make internet completely safety but we can reduse the rick to children and help them to use it properly and safety; blocking access to unsuitable web sites by using a program, reducing the time spend front of the PC, teach the children of dangers and how to recognize them, helping to the children to develop skills to deal with situations, educating parents using internet properly and carer about risks and controls. 1.1.2 Describe the roles of different agencies involved in safeguarding the welfare of children and young people. All children are known by many organisations. That helps to bring effective safeguarding and make the children to feel more secure. Many children know the Childline -0800 1111 Social Services- There to offer support to the child and the setting. Social services have the powers to investigate any suspected improper behaviour from carers, children or the setting. They also have to meet and conduct interviews with the child and the family members involved, liaise with and get relevant information about the child and their circumstances from other agencies involved with the child, they have to take the lead during the Child Protection Conference as well as take action when a child or young person appears or is thought to be in immediate danger. Child Protection Investigation Unit (CPIU)- Unit run by the police who have the powers to investigation, who have the powers to investigate, interview and arrest anyone who is suspected of abusing a child. The CPIU has to make a decision on whether a crime has been committed and if so to begin a criminal investigation. They also have to gather evidence from Social Services and other agencies thought to be involved with the child or young person’s wellbeing. The CPIU must take immediate action if a child or young person is thought to be in any immediate danger which may involve removing the child  from harm or removing the perpetrator and attend any court hearing to give evidence when a crime has been commited. Health Visitors- Health visitors can sometimes be the first person to see signs of abuse, especially physical. They have a duty of care to refer such information to Social Services. Health visitors must carry out a full medical examination or observations of any child or young person who is thought to be at risk of abuse or is/has suffered from abuse. Schools: Schools have the responsibility to develop childrens awareness and their knowledge of what is acceptable and what is not acceptable behaviour, including when using the internet. Support and protect children who are identified as being at greater risk or are on the at risk register and provide professional training of all staff relating to safeguarding. Have policies and securtiy systems for e-learning activities and use software filters. Observe signs of abuse, chages in childrens behaviour or failure to thrive and refer any concerns. Children spend a great amount of time in school with teachers and staff so it is essential staff are able to monitor, keep records, share appropriate information with other agencies and just be aware of any unexplained changes in the child. Any setting such as nursery, childminder, afterschool or holiday scheme. Another agencies are General Practitioners, Local hospital services, child psychology services. 2.2.1 Identify the sign and symptoms of common childhood illnesses. Most children and young people will experience some episodes of illness in their life. Common illnesses, like coughs and colds, are not usually serious. However, illnesses like meningitis are more serious and will need specialist medical care. Illnesses, like chicken pox, are infectious (easily spread) and others, like asthma, are not infectious at all. It is important for anyone who works with children and young people to be able to recognize the signs of illness and know what action to take. The main signs of illness in a child or young person are poor appetite, no energy, change in behaviour (unusually quiet, not sleeping well, crying more than usual), constipation or diarrhoera, vomiting, skin rash, raised body temperature, a cough, headache, stomach ache, earache or runny nose. Signs and symptoms Young children find it difficult to describe how they feel. They may say that they have ‘tummy ache’ when they actually feel upset, afraid or  worried. Children’s symptoms can worsen very quickly and they should always be taken seriously and not ignored. Frequently the illness are common cold the symptoms are, sneezing, sore throat ,runny nose, headache, temperature. Is important for adult to encourage child to blow nose,the incubation period is 1-3 days. Gastroenteritis the symptoms are vomiting diarrhoea ,dehydration. The treatment,that the child is not dehydrated it is important to give him water often. Scarlet fever,the symptoms are lose appetite,fever sore throat pale around the mouth,strawberry tongue,the treatment it’s important the child rest and adult observe if there is complications. The incubation period 2-4 days. Chicken pox,fever ,very itchy rash with blister-type appearance,the treatment,tepid bath with sodium bicarbonate and calamine applied to skin to stop itching to stop children scratching to avoid scarring. Dysentery – vomiting, diarrhoea with blood and mucus, abdominal pain, fever, headache. Measles- high fever, runny nose and eyes, cough, white spots in mouth, blotchy rash on body and face. Mumps – pain and swelling of jaw, painful swallowing, fever. Rubella (German measles) – slight cold, sore throat, swollen glands behind ears, slight pink rash. Pertussis (whooping cough) – snuffy cold, spasmodic cough with whoop sound, vomiting. Meningitis- fever, headache, irritability, drowsiness, confusion, dislike of light, very stiff neck, maybe small red spots beneath the skin that do not disappear when a glass is pressed against them. 2.2.2 Describe the actions to take when children or young people are ill or injured. Parents or guardians have prime responsibility for their child’s health and should provide the school with information about their child’s medical condition and treatment or special care needed at school. Children should not attend school if they are acutely unwell. The setting or pre-school has a duty of care to look after children with a known medical condition or who become ill or have an accident during school hours. Every setting or pre-school must have First Aid box and at least one individual how is fully trained. In time of accident the key person must be act. If is neseserry can call to emergency. Every setting and pre-school has defferent rules but they must follow the rutenes that will helps to the children. 2.2.3 Identify circumstances when children and young people might require urgent medical attention. Some children may be too young or may not be physically able to tell you when they need medical attention due to a disability. Often children and young people can become seriously ill very suddenly which means that as a member of staff you should be alert to any changes in their behaviour which could indicate pain or nausea. When a child becomes sick or lets you know that they feel unwell, you will need to sufficiently look after them until their parent or a carer arrives to collect them. In life threatening situations the emergency services should always be contacted straight away. An example of this would be if a child had any of the following signs of acute illness: an open wound that won’t stop bleeding or where the blood is pumping out,burns or scalds to the child’s skin, Meningitis symptoms such as a stiff neck, fever, headache and a rash that doesn’t fade when pressed by a glass,confusion, headache, vomiting or blurred vision after a head injury. Being floppy, unresponsive or unconscious. Difficulty breathing and blueness around the lips. Having a high fever, heat exhaustion or severe sunburn. Some children may be too young or may not be physically able to tell you when they need medical attention due to a disability. Often children and young people can become seriously ill very suddenly which means that as a member of staff you should be alert to any changes in their behaviour which could indicate pain or nausea. When a child becomes sick or lets you know that they feel unwell, you will need to sufficiently look after them until their parent or a carer arrives to collect them. In life threatening situations the emergency services should always be contacted straight away.If is necessary call to 999 for an ambulance. 2.2.4. Describe the actions to take in response to emergency situations including fires, security incidents and missing children and young people. You have to know where the fire exit are. Never put anything on the way of a fire way. Close door and windows and try to get out the children from the fire place.Make sure that the children are awalys with an adult. Call to the fire brigade by telephone as soon as you can as follow dear 999, give you phone number, make sure that you spell the address correctly and it received. Any setting must have security. For example at the pre-school where I have a plcemenet the main door alwaiys is locked, the emergency door  is open only from inside.When some one rings is very easy to look how is there.The key person knows the main people who visit the pre-school regulary.In case some stanger get in there is visitor book, check for indentity. Any stranger seen hanging around school or in the school grounds should be reported without delay to the headteacher who WILL call police if necessary. Any stranger found in the building should be challenged by a senior member of staff. If a child cannot be found by their teacher/support worker/lunchtime supervisor, the headteacher must be notified immediately and told when and where the child was last seen. The remaining children will be left safe in the care of suitable staff. All other staff available will conduct a thorough search of the childs classroom, play area,toilets, the school building and the grounds If the child is not found within a very short period of time, the police must be called by the headteacher or a member of staff. 3.3.1. Identify the characteristics of different types of children abuse. Physical Abuse Defined as non-accidental trauma or physical injury caused by punching, beating, kicking, biting, burning or otherwise harming a child, physical abuse is the most visible form of child maltreatment. Many times, physical abuse results from inappropriate or excessive physical discipline. A parent or caretaker in anger may be unaware of the magnitude of force with which he or she strikes the child. Other factors that can contribute to child abuse include parents’ immaturity, lack of parenting skills, poor childhood experiences and social isolation, as well as frequent crisis situations, drug or alcohol problems and domestic violence. Physical indicators of abuse include bruises; lacerations; swollen areas; and marks on the child’s face, head, back, chest, genital area, buttocks or thighs. Wounds like human bite marks, cigarette burns, broken bones, puncture marks or missing hair may indicate abuse. A child’s behavior might also signal that something is wrong. Victims of physical abuse may display withdrawn or aggressive behavioral extremes, complain of soreness or uncomfortable movement, wear clothing that is inappropriate for the weather, express discomfort with physical contact or become chronic runaways. Sexual abuse At the extreme end of the spectrum, sexual abuse includes sexual intercourse or its deviations. Yet all offences that involve sexually touching a child, as well as non-touching offenses and sexual exploitation, are just as harmful and devastating to a child’s well-being. Touching sexual offenses include: Fondling; Making a child touch an adult’s sexual organs; and penetrating a child’s vagina or anus no matter how slight with a penis or any object that doesn’t have a valid medical purpose. Non-touching sexual offenses include: Engaging in indecent exposure or exhibitionism; Exposing children to pornographic material; Deliberately exposing a child to the act of sexual intercourse; and Masturbating in front of a child. Sexual exploitation can include:Engaging a child or soliciting a child for the purposes of prostitution; and Using a child to film, photograph or model pornography. These definitions are broad. In most countries, the legal definition of child molestation is an act of a person—adult or child—who forces, coerces or threatens a child to have any form of sexual contact or to engage in any type of sexual activity at the perpetrator’s direction. The effects of sexual abuse extend far beyond childhood. Sexual abuse robs children of their childhood and creates a loss of trust, feelings of guilt and self-abusive behavior. It can lead to antisocial behavior, depression, identity confusion, loss of self-esteem and other serious emotional problems. It can also lead to difficulty with intimate relationships later in life. The sexual victimization of children is ethically and morally wrong. Emotional Abuse Emotional abuse of a child is commonly defined as a pattern of behavior by parents or caregivers that can seriously interfere with a child’s cognitive, emotional, psychological or social development. Emotional abuse of a child — also referred to as psychological maltreatment — can include: Ignoring -either physically or psychologically, the parent or caregiver is not present to respond to the child. He or she may not look at the child and may not call the child by name. Rejecting-this is an active refusal to respond to a child’s needs (e.g., refusing to touch a child, denying the needs of a  child, ridiculing a child). Isolating-the parent or caregiver consistently prevents the child from having normal social interactions with peers, family members and adults. This also may include confining the child or limiting the child’s freedom of movement. Exploiting or corrupting. In this kind of abuse, a child is taught, encouraged or forced to develop ina ppropriate or illegal behaviors. It may involve self-destructive or antisocial acts of the parent or caregiver, such as teaching a child how to steal or forcing a child into prostitution. Verbally assaulting.This involves constantly belittling, shaming, ridiculing or verbally threatening the child. Terrorizing here, the parent or caregiver threatens or bullies the child and creates a climate of fear for the child. Terrorizing can include placing the child or the child’s loved one (such as a sibling, pet or toy) in a dangerous or chaotic situation, or placing rigid or unrealistic expectations on the child with threats of harm if they are not met. Neglecting the child. This abuse may include educational neglect, where a parent or caregiver fails or refuses to provide the child with necessary educational services; mental health neglect, where the parent or caregiver denies or ignores a child’s need for treatment for psychological problems; or medical neglect, where a parent or caregiver denies or ignores a child’s need for treatment for medical problems. Although the visible signs of emotional abuse in children can be difficult to detect, the hidden scars of this type of abuse manifest in numerous behavioral ways, including insecurity, poor self-esteem, destructive behavior, angry acts (such as fire setting and animal cruelty), withdrawal, poor development of basic skills, alcohol or drug abuse, suicide, difficulty forming relationships. Emotionally abused children often grow up thinking that they are deficient in some way. A continuing tragedy of emotional abuse is that, when these children become parents, they may continue the cycle with their own children. Neglect is usually typified by an ongoing pattern of inadequate care and is easily observed by individuals in close contact with the child. Professionals define four types of neglect physical, educational, emotional and medical. Bulling and harassment Bulling is act show aggressive, unrespect and rude actions. Bullying can take many forms: Physical violence, Intimidation and threats, Name calling and  belittling, Social exclusion (i.e., leaving someone out of social gatherings and activities), Gossiping and spreading rumors about others, Public humiliation, Using slurs, words or phrases that characterize a bullied victim’s identity to suggest that something is unacceptable or worthless (e.g., using the word â€Å"gay† when what is meant is â€Å"un-cool†).

The Difference Between Avere and Tenere

Learning a new language is not only tough because there are thousands of new words to learn, but even tougher because those words often overlap in meaning. This is definitely the case with the two verbs in Italian - â€Å"tenere - to hold, to keep† and â€Å"avere - to have, to obtain, to hold†. What are the main differences? First, tenere is often understood as to keep or to hold, like to keep a window open, keep a secret or hold a baby. Avere is to understood as meaning, to have, in the sense of possession, like age, fear, or an iPhone. Second, tenere is used, more often in the south, particularly in Naples, in the place of avere, but grammatically, its incorrect. Meaning, even if you hear Tengo 27 anni or Tengo fame, its not grammatically correct. Here are some situations where choosing between avere and tenere might be tricky. Physical Possession 1.) To have/keep an item Ho una mela, ma voglio mangiare un’arancia. - I have an apple, but I want to eat an orange.Non ho una borsa che si abbina a/con questo vestito. - I don’t have a purse that matches this dress.Ho il nuovo iPhone. - I have a new iPhone. In the situation above, you couldnt use tenere as a substitute for avere. Tengo questo iPhone fino alluscita di quello nuovo. - Im keeping this iPhone until the new one comes out. 2.) To not have any money Non ho una lira. - I dont have any money. Here, you can use tenere, but avere is still preferred. Non tengo una lira. - I dont have any money. Non avere/tenere una lira is an expression that literally means, I dont have one lira. To Maintain a Situation 1.) Keep/have a secret È un segreto che tengo per Silvia, quindi non posso dirtelo. - Its a secret that Im keeping for Silvia, so I cant tell it to you. However, if you have a secret and youre not keeping a secret for anybody, you can just use avere. Ho un segreto. Ho un amante! - I have a secret. I have a lover! 2.) Have/keep in pockets Ha le mani in tasca. - He has his hands in his pockets. In this situation, both avere and tenere can be used. Tiene le mani in tasca. - He has (keeps) his hands in his pockets. 3.) Have/keep In mind Ti spiegherà ² quello che ho in mente. - Ill explain to you what I have in mind. In this context, avere and tenere can both be used although the sentence structure will change. Tieni in mente quello che ti ho detto ieri. – Keep in mind what I told you yesterday. To Hold Something 1.) Hold/have a baby in your arms Tiene in braccio un bimbo. Il bebà © ha sei mesi. - She is holding a baby in her arm. The baby is six months. In this situation, you can use avere interchangeably. Ha in braccio un bimbo. Il bebà © ha sei mesi. - She is holding a baby in her arm. The baby is six months. 2.) Have a bouquet of flowers Perchà © hai un mazzo di fiori? Hai molti spasimanti? - Why do you have a bouquet of flowers? Do you have a lot of admirers?Non posso rispondere perchà ¨ ho un mazzo di fiori in mano. - I can’t answer the phone because I’m holding a bouquet of flowers. Then, the person youre talking to might respond to you using the verb tenere. Rispondi, che te lo tengo io. - Answer, and I’ll hold it for you. 3.) Hold a bouquet with style La sposa tiene il bouquet con classe. - The bride holds the bouquet in her hands with style. In the example above, tenere is used to stress the way she holds the bouquet. To help make this easier, use tenere whenever you have something that youre physically holding in mano - in your hands or in braccio - in your arms. It can also be used in figurative expressions, as you saw tenere in mente, but since we would be likely to translate that as keep in mind, its easier to distinguish from avere. Avere, on the other hand, is used to talk about something you possess, either literally or figuratively. If you find yourself in conversation, and you cant think of which one is right to use, its best to ask yourself what the simplest meaning is.  For example, instead of saying, He had a change of heart, you can say, He changed his mind or â€Å"Ha cambiato idea†.

The Gang That The Author, Sudhir Venkantesh - 1148 Words

I would describe the gang that the author, Sudhir Venkantesh, studies in this book as a deviant group because they are not following usual or accepted standards in social behavior. â€Å"Deviance is a behavior, trait or belief that departs from a norm and generates a negative reaction in a particular group†. (Real World, Kerry Ferris, Jill Stein, p 153) According to this definition we can definitely see gangs departing from a norm by committing many crimes and not obeying the laws. One example to deviant behavior from the book is when Sudhir Venkantesh for the first times sees J.T and his gang beating up a man for not doing what he has been told. Sudhir Venkantesh states that â€Å"I had been hanging around J.T. for several months by now, and I’d†¦show more content†¦So it is acceptable behavior for the gang but not for the rest of the society. Philanthropist is a person who seeks to promote the welfare of others. If philanthropy means using charity to help others then J.T. the gang leader can think or sees himself a philanthropist as much as a gang leader. From the beginning of his existence in the book I was Hulya Eker Gang Leader for a Day and Sociological Concepts able to say that he had a different personality than a gang leader that anyone would think or define. J.T di not hurt Venkantesh nor let anyone else do anything bad to him in the first day they met and he also let him go. Later on when Venkantesh come again he just let him hang out with him to help with his research. J.T. knew what Venkantesh was doing and in spite of this J.T helped him with his research. That does not make him philanthropist truly but he always helped people around him. J.T. stated proudly of quitting his typical sales job in downtown Chicago to return to the projects and use his drug profits to help others. He helped in many different ways. One example form the book is that â€Å"he gave money to some local youth centers for sports equipment and computers†.(Gang leader for a Day,2008) Venkantesh, He also willingly loaned out his gang members to Robert Taylor tenant leaders, who deployed them on such tasks as escorting the elderly on errands or beating up a domestic abuser. J.T. even found some positive side for selling drugs such as

The Ethics Of The Medical Field - 927 Words

â€Å"Declare the past, diagnose the present, predict the future† – Hippocrates Throughout the history of mankind, the world has witnessed miracles and most of them lie in the medical field. But I know about the persistent hard work and dedication that was spent in order to create that marvel. There is a sense of responsibility and morality endorsed in every medical profession, which is fulfilled with utmost integrity. It might seem very simple, to be a doctor; just go through some books or get into a top notch medical school. But the real fight is against you, to stay motivated at all times, to have the will to become a part of that miracle. People spend all their lives trying to figure out what to do with themselves. I never had doubts about where my life was leading me, since an early age, I had clutched on to the idea of becoming a doctor and working in the U.S.Although I was weak in my studies during high school, but my passion to join the medical profession never faltered. There may have been times that I was let down by others that I may not able to cope up with the aggressive nature of competition in medicine, but it rarely crossed my mind that I would not make it. I was confident and resolute in my decision; I could not shy away from the challenge of my life. I was building myself, my mindset in such a way that every obstacle seemed like a mere step in a staircase, in order to reach for my goals I had to climb one step at a time. I joined the Jinnah Sindh MedicalShow MoreRelatedThe Ethics Of The Medical Field947 Words   |  4 Pagescomplete apathy and empathy towards patients. â€Å"Nothing is more indispensable to ethics and, at the same time, more detrimental to the ethical quality of a decision than an emotion.†[] What are the advantages and disadvantages of an emotional response? Should doctors use emotions? Emotions such as compassion, fear, and anger can be influential factors in making an ethical decision. Most doctors enter the medical field because they want to help their patients, relieve their pain, and support themRead MoreThe Ethics Of The Medical Field Essay2016 Words   |  9 PagesIntro Regardless of your industry, it’s becoming harder and harder to stand out from the crowd. In the medical field, this is especially true. From big box hospitals to small practices, competition is fierce. So how does one stand out from the crowd and stay professional? Brand yourself, and do it well. In the following pages, I will walk you through a handful of killer techniques that are sure to set you apart from your competition by building your own personal brand. There are no shortcutsRead MoreThe Ethics Of Medical And Biological Fields3307 Words   |  14 Pages In this current day and age, science and technology are moving forward at a rapid pace. This can lead to great strides and benefits in the medical and biological fields but also gives rise to ethical and moral questioning. Scientist worry that their research will be stifled by new laws and restrictions, while society fears that these researchers will take advantage of them if not regulated properly. This is clearly seen in the debate over stem cell research and synthetic biology, like geneticallyRead MoreMedical Ethics Of The Pharmaceutical Field1799 Words   |  8 PagesIn the pharmaceutical field, there is a lot of controversy when it comes to doctors prescribing certain medications to patients; such as oxycodo ne. Some citizens hold the government accountable for addicting patients to oxycodone, but in reality the ones to blame are the doctors and pharmaceutical scientist. The government may have allowed doctors to prescribe these medications but there are also laws created to prevent doctors from abusing the right to prescribe oxycodone. 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As part of their duty, the medical faculty teaches medical students virtue and vice in all their respective duties. Consequently, there is an assumption or concept that a good physician demonstrates virtues that are required to practice virtuous medicine (Marcum, 2012, p. 229). Actually, attempts to prepare medical students to operate as total competent professionals trained to meet theRead MoreThe Future Of Dermatology Is On The World Of Aesthetics And Disease1477 Words   |  6 Pagesdemand in the world of aesthetics and disease. Many medical residents are choosing the field of dermatology as it allows for flexibility and broad range of practice. Dermatologists manage multiple diseases and disorders associated with the integument system and some enter the field of cosmetic surgery. Although there are limited positions in dermatology residency programs compared to internal medicine and family medicine, this competitive field is drawing in the brightest and the best future physiciansRead MoreThe Ethics Of Ethics For Healthcare Quality Professionals1272 Words   |  6 Pagespractices and values, continuing education on ethics for everyone involved, successful ethics substructure, and morally spirited and dauntless leaders (Winkler, 2005). These organizations have a vision and statements that directs behavior and decision making. The Code of Ethics furnishes a definitive model of conduct. The standard of conduct is entrenched in associations, affiliations, confidentiality, and commitment with health care professionals. The Code of Ethics for healthcare quality professionals

Differences Between at and Tce on Corporate Governance Free Essays

Explain the similarities and differences between AT and TCE on corporate governance and criticize AT using TCE’s perspective Both AT and TCE share considerably the same assumption, they believe that market mechanism will not work all the time because of bounded rationality, opportunism, and moral hazard. The two theories also believe that there is no perfect contract and both rely endogenously on the board of director as a control instrument. Even though AT and TCE both share these similarities, they analyze them from different perspectives. We will write a custom essay sample on Differences Between at and Tce on Corporate Governance or any similar topic only for you Order Now The unit of analysis in AT is individual level, while it is transaction in TCE. The focal cost of AT is the residual loss that causes from bounded rationality, opportunism, and moral hazard, while it is maladaptation of governance structure in TCE. Furthermore, the focal contractual concern of AT is ex ante, while it is ex post in TCE. AT focuses on relationship between principals (shareholders) and agents (CEO). Due to the fact that the principals want to maximize their return, while the agents want to maximize their wealth, power, and prestige, so the interests of the two parties are not aligned. The agents are able to fulfill their interests without necessary fulfilling the principals’. To guard against such bounded rationality, opportunism, and moral hazard from the agent, board of director is appointed to link the imperfect relationship between principals and agents. The board of director has the right to monitor, ramify, and sanction the decision of the agent to fiduciary protect the principals’ interest. Apart from appointing the board of director, nexus of contracts is utilized to provide ex ante incentive alignment and minimize inefficiencies in the contractual structure of the firm that arise form the unaligned interests. TCE focuses on the alignment of the governance structure in order to minimize the transaction cost as much as possible. Its focal contractual concern is ex post governance structure so they strive to reduce the transactions cost by integration rather than focusing on incentives. TCE also assume bounded rationality, opportunism, and moral hazard as AT, but TCE focuses on transaction level instead of individual level. Apart from the assumptions of bounded rationality, opportunism, and moral hazard, two variables must be concerned in order to decide the appropriate governance structure. These variables are namely uncertainty, and asset specificity. The level of uncertainty is dependant on the length of the transaction and often is a part of bounded rationality. Longer length of transaction often leads to higher uncertainty. Asset specificity, contrary to uncertainty, is better for longer length of transaction. This is due to the reason that, the transactions cost is lower in a higher specific asset. If the level of asset specificity and uncertainty are high in both parties, vertical integration is suitable in minimizing the transactions cost, but if the level of uncertainty is low while the asset specificity is high in both parties, long term contract is more suitable. Board of director also exists in TCE, but for different purpose than in AT. The role of the board of director in TCE is to safeguard the firm against financial lost from by financially look after the firm rather than monitoring the agents’ behavior. How to cite Differences Between at and Tce on Corporate Governance, Papers

Decision Making and Implications Human Resources Development

Question: Discuss about the Decision Making and Implications for Human Resources Development. Answer: Introduction: Making an accurate decision or judgement is not a very easy task. It involves lot of complexities such as gathering of information, processing the same and based on the result decision is taken. But the question that remains unanswered is whether the information gathered and processed are free from any biasness. Decisions and information collection all are dependent upon human minds. It is a minds game. We think and arrive at conclusions basis our own judgemental emotions, experience and prejudices. Thus there are various factors that distort an individual as well as an organizations ability to collect and refine the information and take decision which is accurate (Bauer Erdogan, 2001). First and foremost the most important factor is the failure of an individual as well as an organization as a whole to consider all the facts and figures available while making decisions. People and decisional groups become very selective with regards the data available. We have a single dimensional view while looking at things and this limits our perspective of looking at all the available evidences in detail. This factor can take any of the two forms. Either a person will consider only the positive aspects of information which will satisfy its requirements thus waving off the negative aspects in totality. And second is consideration of only negative aspects and discussing over them while ignoring the positivity of the evidence. Thus this distorts the ability to take a balanced and an unbiased decision (Korte, 2003). People many a times are seen to arrive at a conclusion based on a piece of evidence, thus ignoring the entire sample data. This leads to arriving at a general consensus which may not be accurate. The main reason for distortion in this scenario is inability to interpret samples by integrating them as a whole (Lovallo, Sibony, 2006). Another very important factor which cannot be dismissed is polarized thinking which leads to looking at only one side of the coin. Individuals and organizations fail to analyze both sides of the situation and conclude by looking at things in a linear manner as in they are either black or white, good or bad or all or nothing. Because of this misleading notion one ends up arriving at such rules and regulations which are irrational and disagreeable to the masses. This myth leads to missing out of opportunity to take sound decisions when it is possible to break down the complex elements of a data into simpler ones and take faster decisions during times of need. Every piece of bad news is not harmful should be inculcated into the minds of the individuals which would help them personally as well as professionally. This limitation which is set in the minds of humans also is a major limiting factor for taking sound decisions. (Workingresources.com. 2016) As is rightly said it is a minds game, thus mind reading is a very important factor which also contribute to such fallacies. We often conclude basis what is clearly visible from our naked eyes without even looking at other possible alternatives which may be visible if looked in depth. This is known as Fundamental Attribution Error where one interprets ones action wrongly. We often tend to neglect the information which is representative in nature. Focus is only on the evidences which lead to negative conclusions and thus positive views or extracts are ignored. This attribution effect limits the persons viewpoint to look at the cause of occurrence and just concentrate upon the effect of the action. Our judgement becomes so biased that we judge people sitting on the other side of the table basis their behavioural patterns and judge ourselves basis our purpose (Nead, 2015). Organizations decisions are often affected by the personal whims and fancies of the individuals. The ego enlarges to such an extent that one cannot look beyond himself or herself. They have a mindset of taking everything upon them and find everything else around to be opaque. This leads to forming rules which are only favouring them. They become self centred (Wilson, Brekke, 1994). Lack of confidence in some individuals leads to overestimation or underestimation of their own calibre. This leads to a loss of control. Often the people around tend to take advantage of this fallacy. Controlling of emotions such as anger is a must else it tends to hamper your judgemental thinking. Resentment is a negative attribute which should be overcome by making oneself informed and not acting basis incomplete communication of information. Thus lack of proper communication channels leads to development of such distortions (Gutnik et al. 2006). An individuals reasoning capacity is highly influenced by its emotional quotient. Thus any piece of information should be adequately analyzed before arriving at any decision. Adhoc decisions often is misleading and false. Stubborn nature influences an individuals behaviour as well as the behaviour of the organization as well. Believing on the fact that one cannot be wrong is egoistic nature which may lead to disasters specially if such a thinking is imbibed into the minds of the ultimate decision makers of any organization (Dietrich, 2010). Lastly the concept of let bygones be bygones should be followed in tact. Organizations often consider sunk costs as costs which cannot be recovered while making any economic and business decisions. Considering sunk costs while taking any decision leads to distortion. The decision will not accurate and instead of viewing the future one is seen stuck with the past. Unfortunately human beings have this habit of considering their past investments without considering the future of the investment. It is known that sunk costs are irrecoverable in nature yet the myth exists and people continue to try to recover what they have lost. Thus these factors are very influential in enabling a person to take informed decisions. They often lead to distortion and thus biased and imprudent decisions. However it is to be understood that one can easily try to overcome these fallacies if adequate efforts are put in by the individuals as well as the organizations. Let us take a small example of a politicians speech during a rally. Do we actually agree to whatever he says or promises in its face value? The answer is no. Some judgement is exercised before arriving at a conclusion. Thus one should think critically before arriving at any solution trying to keep the biasness away from the loop. This helps to resolve problems why discussing situations from all angles and not from only one side which is favourable for the decision maker. Critical thinking helps to think about the management, the organization and the society as a whole rather than just thinking about satisfaction of self. It is impossible to eradicate the emotional quotient fully however the critical thinking factors in the element of biasness. It simply prefers one to keep the biasness in mind but at the same time slants th e preference towards honesty. It is more inclined towards resolution of problem rather than just giving importance to emotions. Critical thinking is one of the most preferable way of resolving this problem of lack of accuracy in judgements due to biasness. It even helps a person or an organizational groups emotional quotient to control and behave in a rational manner which would benefit the society as well. Critical thinking cannot become a part of an individual automatically. The same has to be nurtured by self as well as the organization. They should keep training programs on a continuous basis for the same, conduct assembly sessions within the small teams that are there in an organization and explore the abilities of the employees towards critical thinking which will benefit the employees in their professional as well as personal lives (Wolf, 2012). Further the individuals and the organizations as a whole can put in efforts to overcome the Fundamental Attribution Errors as well. They need to learn and develop the attitude of empathizing with the people around and their situations rather than sympathizing with them. By doing so the decisions taken become less prejudiced and one thinks keeping oneself in the shoes of the other person (DeSteno et.al. 2004). Further to this understanding the cultural diversity is another important method to waive the distortions that occur while arriving at decisions. People from varying cultures are a part of any organization, between that it is very important to keep in mind the same before arriving at any conclusion .Also working with a team which is diverse in nature enables one to think in a more rational manner (Richeson, Nussbaum, 2004). In view of the above it is very evident that the vulnerabilities in making decisions lies in the very ability to take decisions by human beings. It is their behavioural patterns which proves whether justice is done while arriving at a particular consensus. Its impact can be minimized even by other ways and means also such as by seeking opinion from external resources so as to be over sure about ones own decision. External agencies are generally unbiased as they have no direct interest in the organization or the individual. Another very important way is to appreciate the efforts of the employees which would encourage them to take more sound decisions for the organizations welfare. Also people who make mistakes should be enlightened about the same rather than penalizing them. Sessions should be held and discussions and re-discussions should be done for resolving graver issues so that bouncing back of problems will help to bring out newer sides of the problem which may be positive as we ll as negative (Mindtools.com, 2016). It is very crucial for companies to understand that it is the organizational behaviour that puts any organization at risk rather than occurrence of any contingent event. Eminent scholars have also proposed that amongst others, awareness is one such way to ensure that biasness is eliminated while arriving at a decision, however it is not applicable at the top and middle level management of any organization which has a more complex structure. The same is helpful at the lower levels where the decisions are minor and there biasness is very ineffective for the organizations goals and aims (McGinnis, 2007). Individuals who are a part of organizations are held to be mature enough. Thus they should also take steps on their own to minimize biasness in their work by working upon ones capability to judge without prejudice. They should make a deliberate attempt to look at situations from a neutral view point. This is although a sort of self awareness but the same is also to be supported by the organizations itself. The companys protocols should ensure visiting of various decisions of all levels. Individuals and organizations should make an effort together to find out the reasons for bias decisions and take steps for its removal from the scenario so that accuracy can be maintained. For this timely reviews should be conducted which would also inculcate a discipline amongst the employees that anything which is not exemplary or in line with the organizations requirement can cost them. Although self check is the best check but there are times when the same is not possible. It is then when feedback from others should be welcomed in a healthy manner and the organization should also contribute in it by ensuring that it does not give rise to any negative or false environment (Rudman et al. 2001). Thus from the above context it is very clear that judgements are coupled with biasness which effects its accuracy and acceptability. Individuals belonging to any cadre of an organization should ensure that personal fractions should not dominate ones decisions. Further decisions should not be taken in haste. Proper investigation and interrogation is required and team should comprise of all the members and not restricted to only a few powerful of them. All the voices raised should be heard and decisions which are best in the interest of the organization should only be taken. Thus biasness is although present and data even though collected is accurate the same can be addressed only with a joint effort on the part of the individuals as well the organization itself. References: Bauer, T., Erdogan, B., (2001), Organizational Behaviour, Available at : https://catalog.flatworldknowledge.com/bookhub/3?e=bauer-ch11_s01 [Accessed 16th August 2016] DeSteno, D., Dasgupta, N., Bartlett, M., Cajdric, A. (2004). Prejudice from thin air: The effect of emotion on automatic intergroup attitudes. Psychological Science, vol. 15, pp. 319-324. Dietrich, C., (2010), Decision Making : Factors that Influence Decision Making , Heuristics Used and Decision Outcomes, Inquiries Journal , vol. 2 no.2. Gutnik, L.A., Hakimzada, A.F., Yoshkowitz, N.A., Patel, V.L. (2006), The role of emotions in decision making : A cognitive neuroeconomic approach towards understanding sexual risk behaviour, Journal of Biomedical Informatics, Vol. 39, no. 6, pp. 720-736 Korte, R.E., (2003), Biases in Decision Making and Implications for Human Resources Development , Advances in Developing Human Resources, vol. 5, no. 4, pp. 440-457 Lovallo, D.P., Sibony, O. (2006), Distortions and deceptions in strategic decisions, Available at : https://www.mckinsey.com/business-functions/strategy-and-corporate-finance/our-insights/distortions-and-deceptions-in-strategic-decisions [Accessed 16th August 2016] McGinnis, S.K., (2007), Organizational Behaviour and Management Thinking, Jones and Barlett Publishers Mindtools.com, (2016), Avoiding Psychological Bias in Decision Making, Available At : https://www.mindtools.com/pages/article/avoiding-psychological-bias.htm [Accessed 16th August 2016] Nead, N., (2015), Overcoming Organizational and Individual Biases, Available at : https://investmentbank.com/overcoming-organizational-and-individual-biases/ [Accessed 16th August 2016] Richeson, J., Nussbaum, R. (2004). The impact of multiculturalism versus color-blindness on racial bias. Journal of Experimental Social Psychology, vol. 40,pp. 417-423. Rudman, L., Ashmore, R., Gary, M. (2001). Unlearning automatic biases: The malleability of implicit prejudice and stereotypes. Journal of Personality and Social Psychology, vol. 81, pp. 856-868. Wilson, T. D., Brekke, N. (1994). Mental contamination and mental correction: Unwanted influences on judgments and evaluations. Psychological Bulletin, vol. 116, pp. 117-142. Workingresources.com. (2016), The 8 Traps of Decision Making , Available at : https://www.workingresources.com/professionaleffectivenessarticles/the-8-traps-of-decision-making.html [Accessed 16th August 2016] Wolf, R.F., (2012), How to Minimize Your Biases When Making Decisions, Available at : https://hbr.org/2012/09/how-to-minimize-your-biases-when [Accessed 17th August 2016]