Harry Potter Essays -- essays research papers

Harry Potter and The Sorcerers Stone   Ã‚  Ã‚  Ã‚  Ã‚  The book I read was called Harry Potter and the Sorcerer’s stone. The author of this book was a woman by the name of J.K. Rowling. This book has two settings, in the beginning, when Harry is living with his Uncle Vernon and Aunt Petunia; he is at # 4 privet drive. After he is sent off to Hogwarts, the setting is at the gigantic school for wizards and witches.   Ã‚  Ã‚  Ã‚  Ã‚  The main character in the book I read was Harry Potter. He is rather skinny, has dark brown hair and bight green eyes and glasses. He also has a scar in the middle of his forehead in the shape of a lightning bolt. Ron Weasly, Harry’s friend, has red hair and brown eyes big lips and is slightly larger than Harry, especially in the middle. Hermonie Granger is another friend of Harry’s; she has long light brown hair that is a little poofy. She has dark brown eyes and thick eyebrows. In the beginning, Harry was dropped off at his aunt’s and uncle’s by a giant and a warlock. He had 12 long years of being beat up by his spoiled cousin and his gang. One day, letters came down the chimney, shaking the whole house. This caused his uncle to propose a vacation. When they got to their destination, Harry remembered that it was his birthday. That night, Harry drew a cake in the sand on the floor and watched the clock strike midnight. Then a giant pushed down the door. The giant had an argument with Harry’s uncle about whether or not ...

Know how to identify development needs Essay

Everyone has their own preferred way of learning new things. Knowing how you learn can Help you take control of situations and develop further in learning or employment situations. To help me identify my own learning style(s) and that of a member of my team, I used the VAX questionnaire below. Tick box A B or C for each question that most represents how you generally behave. ABC 1When I operate new equipment I generally:x A B CRead the instructions first Listen to an explanation from someone who has used it before Go ahead and have a go, I can figure it out as I use it 2When I need directions for travelling I usually:x A B CLook at a map Ask for spoken directions Follow my nose and maybe use a compass 3When I cook a new dish I like to:x A B CFollow a written recipe Call a friend for an explanation Follow my instincts, testing as I cook 4If I am teaching someone something new I tend to:x A B CWrite instructions down for them Give them a verbal explanation Demonstrate first and then let them have a go 5I tend to say:x A B CWatch how I do it Listen to me explain You have a go 6During my free time I most enjoy;x A B CGoing to museums and art galleries Listening to music and talking to my friends Playing sport or doing DIY 7When I go shopping for clothes I tend to:x A B CImagine what they would look like on Discuss them with the shop staff Try them on and test them out ABC 8When I am choosing a holiday I usually:x A B CRead lots of brochures Listen to recommendations from friends Imagine what it would be like to be there 9If I was buying a new car I would:x A B CRead reviews in newspapers and magazines Discuss what I need with my friends Test drive lots of different types 10When I am learning a new skill I am most comfortable:x A B CWatching what the teacher is doing Talking through with my teacher exactly what I am supposed to do Giving it a try myself and work it out as I go 11If I am choosing food from a menu I tend to:x A B CImagine what the food will look like Talk through the options in my head or with my partner Imagine what the food will taste like 12When I listen to a band I can’t help:x A B CWatching the band members and other people in the audience Listening to the lyrics and the beats Moving in time with the music 13When I concentrate I most often:x A B CFocus on the words or the pictures in front of me Discuss the problem and the possible solutions in my head Move around a lot, fiddle with pens and pencils and touch things 14I choose household furnishings because I like:x A B CTheir colours and how they look The descriptions the sales people give me Their textures and what it feels like to touch them 15My first memory is of:x A B CLooking at something Being spoken to Doing something 16When I am anxious I:x A B CVisualise the worst case scenarios Talk over in my head what worries me most Can’t sit still, fiddle and move around constantly ABC 17I feel especially connected to other people because of:x A B CHow they look What they say to me How they make me feel 18When I have to revise for an exam I generally:x A B CWrite lots of revision notes and diagrams Talk over my notes, alone or with other people Imaging make the movement or creating the formula 19If I am explaining to someone I tend to:x A B CShow them what I mean Explain to them in different ways until they understand Encourage them to try and talk them through my idea as they do it 20I really love:x A B CWatching films, photography, looking at art or people watching Listening to music, the radio or talking to friends Taking part in sporting activities, eating fine foods and wines or dancing. 21Most of my free time is spent:x A B CWatching television Talking to friends Doing physical activity or making things 22When I first contact a new person I usually:x A B CArrange a face to face meeting Talk to them on the telephone Try to get together whilst doing something else, such as an activity or meal 23I first notice how people:x A B CLook and dress Sound and speak Stand and move 24If I am angry I tend to:x A B CKeep replaying in my mind what has upset me Raise my voice and tell people how I feel Stamp about, slam doors, and physically demonstrate my anger 25I find it easiest to remember:x A B. CFaces Names Things I have done ABC 26I think you can tell if someone is lying if:x A B CThey avoid looking at you Their voice changes They give me funny vibes 27When I meet an old friend:x A B CI say ‘it’s great to see you’ I say ‘it’s great to hear from you’ I give them a hug or a handshake 28I remember things best by:x A B CWriting notes or keeping printed details Saying them aloud or repeating words and key points in my head Doing and practising the activity or imagining it being done 29If I have to complain about faulty goods I am most comfortable:x A B CWriting a letter Complaining over the phone Taking the item back to the store or posting it to head office 30I tend to say:x A B CI see what you mean I hear what you are saying I know how you feel Total number of ticks in each column:130512 If you chose mostly A’s you have a VISUAL learning style. If you chose mostly B’s you have an AUDITORY learning style. If you chose mostly C’s you have a KINAESTHETIC learning style. Learning Styles Self-Assessment Everyone has their own preferred way of learning new things. Knowing how you learn can help you take control of situations and develop further in learning or employment situations. Tick box A B or C for each question that most represents how you generally behave. ABC 1When I operate new equipment I generally:* A B CRead the instructions first Listen to an explanation from someone who has used it before Go ahead and have a go, I can figure it out as I use it 2When I need directions for travelling I usually:* A B CLook at a map Ask for spoken directions Follow my nose and maybe use a compass 3When I cook a new dish I like to:* A B CFollow a written recipe Call a friend for an explanation Follow my instincts, testing as I cook 4If I am teaching someone something new I tend to:* A B CWrite instructions down for them Give them a verbal explanation Demonstrate first and then let them have a go 5I tend to say:* A B CWatch how I do it Listen to me explain You have a go 6During my free time I most enjoy;* A B CGoing to museums and art galleries Listening to music and talking to my friends Playing sport or doing DIY 7When I go shopping for clothes I tend to:* A B CImagine what they would look like on Discuss them with the shop staff Try them on and test them out A B C 8When I am choosing a holiday I usually: Read lots of brochures Listen to recommendations from friends Imagine what it would be like to be there ABC * 9If I was buying a new car I would:* A B CRead reviews in newspapers and magazines Discuss what I need with my friends Test drive lots of different types 10When I am learning a new skill I am most comfortable:* A B CWatching what the teacher is doing Talking through with my teacher exactly what I am supposed to do Giving it a try myself and work it out as I go 11If I am choosing food from a menu I tend to:* A B CImagine what the food will look like Talk through the options in my head or with my partner Imagine what the food will taste like 12When I listen to a band I can’t help:* A B CWatching the band members and other people in the audience Listening to the lyrics and the beats Moving in time with the music 13When I concentrate I most often:* A B CFocus on the words or the pictures in front of me Discuss the problem and the possible solutions in my head Move around a lot, fiddle with pens and pencils and touch things 14I choose household furnishings because I like:* A B CTheir colours and how they look The descriptions the sales people give me Their textures and what it feels like to touch them 15My first memory is of:* A B CLooking at something Being spoken to Doing something 16When I am anxious I:* A B CVisualise the worst case scenarios Talk over in my head what worries me most Can’t sit still, fiddle and move around constantly A B C 17I feel especially connected to other people because of:* A B CHow they look What they say to me How they make me feel 18When I have to revise for an exam I generally:* A B CWrite lots of revision notes and diagrams Talk over my notes, alone or with other people Imaging make the movement or creating the formula 19If I am explaining to someone I tend to:* A B CShow them what I mean Explain to them in different ways until they understand Encourage them to try and talk them through my idea as they do it 20I really love:* A B CWatching films, photography, looking at art or people watching Listening to music, the radio or talking to friends Taking part in sporting activities, eating fine foods and wines or dancing 21Most of my free time is spent:* A B CWatching television Talking to friends Doing physical activity or making things 22When I first contact a new person I usually:* A B CArrange a face to face meeting Talk to them on the telephone Try to get together whilst doing something else, such as an activity or meal 23I first notice how people:* A B CLook and dress Sound and speak Stand and move 24If I am angry I tend to:* A B CKeep replaying in my mind what has upset me Raise my voice and tell people how I feel Stamp about, slam doors, and physically demonstrate my anger 25I find it easiest to remember:* A B CFaces Names Things I have done ABC 26I think you can tell if someone is lying if:* A B CThey avoid looking at you Their voice changes They give me funny vibes 27When I meet an old friend:* A B CI say ‘it’s great to see you’ I say ‘it’s great to hear from you’ I give them a hug or a handshake 28I remember things best by:* A B CWriting notes or keeping printed details Saying them aloud or repeating words and key points in my head Doing and practising the activity or imagining it being done 29If I have to complain about faulty goods I am most comfortable:* A B CWriting a letter Complaining over the phone Taking the item back to the store or posting it to head office 30I tend to say:* A B CI see what you mean I hear what you are saying I know how you feel Total number of ticks in each column:151203 If you chose mostly A’s you have a VISUAL learning style. If you chose mostly B’s you have an AUDITORY learning style. If you chose mostly C’s you have a KINAESTHETIC learning style. Learning Styles Now I have identified the learning style(s) for a member of my team and myself, and buy Reading the explanations below, we can consider how this will help us to choose the type of Learning that works best for us. People commonly have a main preferred learning style, but This may be part of a blend of all Three. Some people have a very strong preference; other People have a more even mixture of two or less commonly, three styles. Remember, there is no right or wrong learning style. The VAK learning styles model suggests that most people can be divided into one of the Three styles: Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. ?These are the people who will work from lists and written directions and instructions. ?Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. ?These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear! ?Someone with a Kinesthetic learning style has a preference for physical experience – touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel? ’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first! AC 1. 2 Use a simple technique for identifying own development needs and the development needs of another member of the team. It is very important for any organization to identify your own development needs and the Development needs of your team, and the development of all individuals at all levels. In The section below I have looked at a couple of ways you can identify the skills and Knowledge required for successfully delivering as well as providing the training and Development required for both me and that of another member of my team. Of course there are training and development texts that cover this subject in much more Detail, it is best to start with an analysis of the training and development that is required. The Starting point and the subsequent steps can be represented in ‘The Training Cycle’ or ‘The Systematic approach to Training and Development’. This is a widely recognised and used Model of the processes involved in professional development. When setting any objectives for training we should be using the standard management Practice of using SMART objectives. SYou will notice that the objectives are specific in that they explain a number of individual tasks. MThey are measurable in that you can determine if the tasks have been completed by checking against the targets, e. g. 2000 words, four bridges, grid reference, and so on. AThey are achievable in that resources are available to complete the task. For example, is there sufficient time for completion and does the candidate have access to a computer? RThey should be realistic. Clearly any task to be set at an appropriate level and be relevant to the development of the individual. We have to ask whether the person presently has the skills to carry out what we are expecting, does he/she need training or can they learn by on the job training. TFinally, the task should be time-bound in that you have to set time targets for completion, and possibly for reviewing progress. If you are able to set SMART objectives it makes the job of evaluation and review much easier. Identify the need The need for staff training can be identified in a number of ways, such as during interviews, Through feedback from colleagues, by competence or knowledge tests, by observing work Taking place, or from appraisal documents or CVs. Skills and knowledge audits and a SWOT analyses are well-known techniques that can be used for self-assessment as well as For identifying the needs of individuals and groups. Skills and knowledge audit A ‘brainstorming’ session will identify the skills, knowledge and understanding required to Carry out a particular task. To help me identify my own development needs I used the table On the next page, by comparing my existing skills and knowledge with the recommended Ones helped me to determine the training and development needs I could need. SKILLSLevel requiredCurrent levelDevelopment needs Project designDegree or HNC level management and review Supervisory management plus some specific project trainingILM Level 3 Certificate in Principles of Leadership and Management Planning and reviewingManagement Level 2 S/NVQManagement Level 2 S/NVQAs above Staff managementManagement Level 2 S/NVQManagement Level 2 S/NVQNone required Team briefingManagement Level 2 S/NVQManagement Level 2 S/NVQAs above Effective presentationAbility to present projects to community groupsNot confident in presenting to groupsILM Level 3 Certificate in Principles of Leadership and Management Report writingProfessional quality reportsAlready presents high quality reportsNone required Assessment skillsVocational Assessor AwardHolds Skills Assessor AwardTo work towards the D33 Team skillsManagement Level 2 S/NVQManagement Level 2 S/NVQNone required Training of trainers3- to 4-day courseAlready holds three relevant training unitsNone required KNOWLEDGELevel requiredCurrent levelDevelopment needs Managemen t of Health and SafetyIOSH levelAlready holds IOSH and has attended specific trainingNone required Safety in Housekeeping legislationIOSH levelAs aboveAs above Employment legislationManagement Level 2 S/NVQManagement Level 2 S/NVQUpdating courses when available Appraisal system and how it worksSpecific knowledge and use of the systemHas carried out appraisals in other organisationsSpecific coaching only required Environmental legislationFull knowledge of relevant environmental legislationHas full knowledge through personal researchNone required Do not be over specific about each and every aspect of the job, and do not use vague Expressions: communication skills, for example, may cover questioning, listening and talking To a group. You should attempt to be as clear and concise as possible about the skill or Knowledge required. To help me identify the development needs of a member of my team I used a SWOT Analysis, this is a simple self-assessment tool and is the SWOT analysis or analysis of STRENGTHS, WEAKNESSES, OPPORTUNITIES and THREATS. This can be used on its own or with the skills and knowledge analysis. It is good technique For helping staff identify their own training needs with or without support. My Team leader StrengthsWeaknesses Has a strong background in supervisory management techniques.? Has not worked to any degree with groups of manual workers. ? Has used a pc competently in previous jobs.? Is unfamiliar with project management software. ? Has an IOSH Certificate.? Health and safety training did not cover everything needed for this roll. OpportunitiesThreats ? There will be a number of candidates selected for a higher level qualification in supervision? Lack of supervision / management skills can hamper progress. ? Growth in the path industry may mean that there are more higher level jobs available.? Other candidates may have worked with manual workers – I need to improve my leadership skills. Using the SWOT analysis has helped us to see some of the development areas my team Leader needs, and from this I can help by finding the right course to help in his development. AC 1. 3 Identify potential barriers to learning Workplace learning is the process of gaining relevant skills and knowledge at work, either Informally as you gain experience or formally through structured training. Barriers to Workplace learning are factors that slow down the process, misdirect it or prevent it from Happening. These factors differ from one type of job to another. Misdirection If your goal is to achieve long-term success in your field, you need to learn new skills and Abilities on an ongoing basis. A sales professional must improve his closing techniques and His understanding of customer psychology, while an information technology specialist needs To keep up with new technological developments. One potential barrier to effective Workplace learning is that you may learn something that provides a short-term advantage But actually works against your long-term professional development. For example, if you Learn how to close just enough sales to meet your quota consistently, this may discourage You from learning the sales techniques that would substantially improve your close rate. Stagnation Another barrier to workplace learning is getting caught in a rut. If the work you do is not Mentally stimulating or challenging, you may not continue to improve on the job. Company Culture also can have a big impact on whether employees keep growing and learning or Whether their skills and motivation stagnate. If you believe your supervisors aren’t interested In hearing what you have to say, won’t listen to concerns you have and don’t welcome your Questions, you won’t keep learning and improving. Companies that foster an open culture Are less likely to have this problem. Obfuscation Effective learning often depends on effective teaching, but not all teachers are equally skilled Or willing. Many workplace skills are best learned from an expert, and experts are not Always readily available. Some co-workers who do have genuine expertise are not willing to Share it openly. For instance, the company’s best programmer might be worried that if he Teaches new employees all the tricks of his trade, his own value to the organization will Decline and he could lose his position. Teaching materials such as training videos or Instructional manuals may be poorly explained, confusing or limited. Companies can Overcome these issues by rewarding employees who mentor others and ensuring that there Are adequate materials on hand to facilitate learning? Access Depending on the type of business, the employees may face problems outside of the Workplace that interfere with their ability to learn in the workplace. Low-skilled employees Often are eager to obtain training to improve their job skills, but they sometimes face Complex life situations that make this difficult. This can include obligations to family Members, lack of free time to engage in additional training, medical problems and lack of Funds to pay for any training the employer does not provide. Anything the company can do To make training more accessible and flexible can alleviate this problem. This is just a few of the potential barriers to learning and I have explained these in a bit more Detail, below is a small list of some others, this list is again only a short list there are possibly Many more. Employee learning not seen as critical to business success Identifying and analysing true learning needs is time consuming Employees reluctant to take the time out to learn and develop Available learning not seen as specific enough to job roles and company strategy Learning doesn’t deliver tangible benefit Learning solutions simply don’t deliver No observed behavioral change Learning solutions are costly and risky AC 1. 4 Explain how barriers to learning can be overcome Overcoming barriers to success involves assessing the situation, consulting experts, Considering alternatives and taking action. To manage your career effectively, you need to Take charge of your own development. By assessing your own skills, getting advice from Others, learning new skills and making informed decisions, you can achieve your goals. Overcoming challenges and setbacks usually requires a positive attitude, as well as Dedication and commitment. Feedback To communicate more effectively and overcome objections, start by collecting information About the problem at hand. Avoid misinterpretation, misunderstanding and mistakes by Assembling all the facts. Depending on the situation, you can conduct surveys, run focus Groups or simply start a conversation with a colleague. Listen carefully and pay attention to The subtle nuances of what people say. Then take action to use the feedback and address The problem, tell people what you did, evaluate the outcome and refine your approach if Necessary. For example, to improve your chances of getting a new position, ask a friend or Colleague to review your resume and cover letter. Does it reflect your skills and knowledge In the best manner? Make modifications based on their feedback and submit your Application. Join a professional organization in your industry to network with other business Professionals. By making new contacts, you can learn about new opportunities to use your Unique skills and experience. Change Barriers to change include reluctance to part with old ways, sadness and regret associated With loss, and fear of the unknown. Managing change effectively and overcoming these Obstacles involve setting a clear course for the future and establishing realistic goals. Recognize that change can be disruptive. Then commit to the transition and form new Strategies. For example, once you decide that you want to pursue a new a career in a Higher-paying field, get the training and experience you need to succeed, according to your Budget and time availability. Define goals that are specific, measurable, attainable, realistic And time constrained. For example, if you want to pursue a career in health services, you Might aim to complete your bachelor’s degree and earn a nursing degree in the next six Years by participating in an online university program. Decision Making Barriers to success often involve an inability to make good choices. Learning how to Evaluate options efficiently can help you ensure career success. Sometimes you need to Make a quick decision without consulting others to ensure your safety and well being. Other Times, get input from other people you trust to help you make an informed decision about The next step to take in your development. When you work on a team, there may be times When the group needs to collaborate to make a choice that impacts everyone. This can take Time but the results are typically beneficial in the long run. When you don’t have time or the Outcome doesn’t really matter to you, delegate decision making to a subordinate to keep Processes flowing smoothly. This might include tasks such as approving travel expenses That are under a certain amount. Productivity When your goals don’t align with those of your company, your motivation and desire to Perform decrease. Ensure that you fully understand your company’s strategic objective, Mission and values so that you can position yourself appropriately. Examine your work Habits. Manage your work day effectively to achieve your short and long-term goals. For use Online time management tools to focus your attention on the task at hand and complete Work in short segments. Managing your own productivity tends to improve your long-term Success. Section 2: Know how to develop self and others to achieve organisational objectives AC 2. 1 Briefly analyse learning/development options to meet need(s) of Self and another member of the team.

Analysis Moonlight Essay - 2233 Words

1 Moonlight cast a shadow over the girl as she crept along the arid desert turf. Her body was thin and sun stained, as she looked like a woman cut from the stake. Un-kempt hair hung dry and damaged from beneath her hat. It’s brim shaded a hollow gaze and eyes drained of lively color. They held far too much for a girl of twenty five. Within them were memories of the tree they would walk to, who’s leaves basked in southern warmth, and who s limbs were lush and weighed down with the fruits of the desert peach. Birds of color would take turns inhabiting the branches, and together they would lay in the shaded underbelly and watch them pick at the fruit’s fle-shy skin. A years time had muddied some, but the name of John still echoed in her thoughts, and the image of a scarred cheek and the dark shadow of a beard became to-tems in her mind. On nights when her horse had taken to sleep before her, she would lay awake and draw the lines that connected the stars with her fing er. But when her eyes fell heavy with sleep, the darkness of her mind would illuminate, and the pale face of Briar Kane would smile a handsome smile and torment her dreams like a vengeful specter. Yet on this night, sleep was far, and the girl slipped in through the front door of a small wooden shack with a bowie knife drawn. Beside the bed was a nightstand, and on it was a loaded gun. She sheathed the blade and took the gun in hand, and with her boot heel, she drove a swift kick into the back of a sleepingShow MoreRelatedAnalysis Of Moonlight 1435 Words   |  6 PagesStructural Analysis of Moonlight In Moonlight (2016), the PROTAGONIST is a black boy called Chiron Harris or Little, who is thin and small. His PROBLEM in the first 10 minutes is that he is chased by three boys, who try to bully him. His WEAKNESS is that he is always bullied by others, but he is quiet and shy that he is not being willing to talk to strangers or speak out. Hence, he is a rebellious teenager. 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Mood Disorders Their Influence And Portrayal Of Art

Mood Disorders: Their Influence and Portrayal in Art Charles Frankel said, â€Å"Anxiety is the essential condition of intellectual and artistic creation and everything that is finest in human history†. There is some evidence to support this idea that anxiety and other mood disorders are essential to many forms of art. In this article I will examine how mood disorders influence art, as well as give multiple examples of how mood disorders are portrayed in the following art forms: paintings, literature, and music. Before we can broach the topic of art and mood disorders, we need to have a good basis of what mood disorders are. Mood disorders are defined as â€Å"a perpetual and significant disturbance in a person’s emotional state or mood† (Lane, 2013). There are two main types of mood disorders: depressive disorders and bipolar disorders. Depressive disorders are characterized by frequent and persistent depressive states. Bipolar disorders, on the other hand, are characterized by fluctuations between both depressive and manic episodes, or lows and highs. I am also going to include generalized anxiety disorder (GAD) in our mood disorder category because there are many diagnoses of depression and anxiety that show extensive comorbidity, or in more simple terms, there is a high chance that someone who has anxiety will also have depression and vice versa (Mineka, 1998, p.382). Now that we know what mood disorders are we can look at their relationship with art and creativity. There haveShow MoreRelatedAnxiety And Other Mood Disorders1460 Words   |  6 Pagesanxiety and other mood disorders are essential to many forms of art. In this article I will examine how mood disorders influence art, as well as give multiple examples of how mood disorders are portrayed in the following art forms: paintings, literature, and music. Before we can broach the topic of art and mood disorders we need to have a good basis of what mood disorders are. Mood disorders are defined as â€Å"a perpetual and significant disturbance in a person’s emotional state or mood† (Lane, 2013).Read MoreEssay on Edgar Allen Poes Fall of House of Usher1733 Words   |  7 PagesBipolar disorder affects many people today as well as in the time of Edgar Allen Poe when it was then called melancholia. Poe was diagnosed with this disorder and it plays an integral role in his story, â€Å"The Fall of the House of Usher† (1839). This story is heavily influenced by this disorder or its presently associated symptoms and also describes one way that bipolar disorder can genetically affect an entire family. To fully understand a story involving this disorder, it is cardinal to know theRead MoreThe Fall of the House of Usher: Imagery and Parallelism1652 Words   |  7 Pagestakes to her bed and falls into a catatonic state. 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Colour: It is element of the art produced when the light, hitting an objectRead MoreMedia Portrayal of Mental Illness in America4048 Words   |  17 PagesMedia Portrayal of Mental Illness in America The media in American society has a major influential impact on the minds and beliefs of millions of people. Whether through the news, television shows, or film, the media acts as a huge database for knowledge and instruction. It is both an auditory and visual database that can press images and ideas into peoples minds. Even if the individual has no prior exposure or knowledge to something, the media can project into peoples minds and leave a lastingRead MoreEssay on Media Portrayal of Mental Illness in America3893 Words   |  16 Pages Media Portrayal of Mental Illness in America The media in American society has a major influential impact on the minds and beliefs of millions of people. Whether through the news, television shows, or film, the media acts as a huge database for knowledge and instruction. It is both an auditory and visual database that can press images and ideas into peoples minds. Even if the individual has no prior exposure or knowledge to something, the media can project into peoples minds and leave a lastingRead MoreThe Medias Influence on Health Essay2760 Words   |  12 Pagescultures), creates an endless and accessible flow of information. What we know about the world beyond out immediate surroundings comes to us via the media (Yates 1999). The technology of electronic media and the art of advertising have combined to create very powerful tools of influence. These tools are capable of shaping the attitudes, values and behaviors of large numbers of people (Walsh.) By identifying and examining the various forms of health information contai ned in the media, problems ariseRead MoreThe Theme of Julius Caesar Essay2961 Words   |  12 Pagesplays have different themes like love, ambition, pride, friendship, supernatural, etc. His language is rich and full of imagery. Many of his famous quotes are used even till today such as To be, or not to be and O Romeo, Romeo! wherefore art thou Romeo?-Romeo and Juliet, form some of literatures most celebrated lines. Other famous Shakespeare quotes such as I ll not budge an inch, We have seen better days ,A dish fit for the gods –Julius Caesar and the expressionRead More The Medias influence on health Essay2695 Words   |  11 Pagescultures), creates an endless and accessible flow of information. â€Å"What we know about the world beyond out immediate surroundings comes to us via the media (Yates 1999).† The technology of electronic media and the art of advertising have combined to create very powerful tools of influence. These tools are capable of shaping the attitudes, values and behaviors of large numbers of people (Walsh.) By identifying and examining the various forms of health information contained in the media, problems ariseRead MoreAnalysis Of The Poem Angelica Kauffman Painted Prolifically And The Odyssey Essay2354 Words   |  10 Pagesand Laquer’s work on the subject of â€Å"capitalizing on female sexuality as disorder† by medical men/practitioners during the 19th century. The authors offer that this obsession with women’s sexuality began as a means of capitalizing on it in medical practice but ended with physicians falling into their own hype: From one perspective, woman is a creature absolutely receptive, hence infinitely susceptible to any man’s influence; the corresponding representation of man is of a creature absolutely sexual

Accounting Practice Contributes to a Just Distribution of...

Mostly every economic system around the world has laws and regulations, which can result in unequal treatment or unequal distribution of goods and services among different people. Some laws favor certain members within a community while putting a burden on other members. An economic system is, for the most part, a result of political processes developed by humans and the processes are ever evolving within societies. The legal structure of an economic and political system are important because certain resource distributions are a result created from the system employed by the community. Laws and the political system within a community can fundamentally affect the lives among the people within that system regardless of their personal†¦show more content†¦The second concept is based on liberty or the freedom of contract. Individuals should be free to choose how many hours she chooses to work. Additionally, an employee should be free to decide where she wants to work. Based on this theory it is the free choice of an individual to receive unequal benefits. The third concept is entitlement, which is different from the merit-based concepts discussed above. The share of wealth an individual deserves is based on how the wealth was accumulated. Inequality is justified only when it arises without the infringement of somebody’s rights. The fourth concept is the concept of utilitarianism, which is the most well known concept. From a utilitarian perspective, actions can only be ethically good if the actions are useful or have some utility. The argument concludes that goods and services are valuable only when it increases welfare within the society or community. In the United States, the majority of business entities are privately owned rather than government owned. Private ownership is important in a free market society that scarce resources are allocated accordingly within a society efficiently. Many people have a different perspective regarding the allocation of resources similar to the theories discussed above. Accounting helps society allocate resources to individuals or enterprises that will use those resources in the most efficient and effective way. Accountants assistShow MoreRelatedAccounting and the Development of Society1495 Words   |  6 Pagesï » ¿Accounting and the Development of Society: Accounting can be described as a field that focuses on collecting, evaluating, and communicating financial or economic information. The contribution of accounting in the development of the society can be understood through evaluating the concept from a social rather than economic perspective. In this case, the society emanates from the established relationships by individuals in order to coexist with each other. Generally, a society is classified intoRead MoreThe Ethical Standards Of Corporate Social Responsibility1126 Words   |  5 Pagesmeeting a company’s ethical responsibilities. 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Many people are concerned that too much emphasis has been put on what the computer can do to streamline businessRead MoreShelter Partnership Inc2714 Words   |  11 PagesShelter Partnership, Inc The case is about cost allocation accounting concerns in a non-profit corporation â€Å"Shelter Partnership, Inc†. The following summaries the key activities undertaken by Shelter and the way these different activities contribute towards the achievement of Shelter’s objective. Approach Before we dive into the case analysis, we would like to first discuss the relevant topic, which we see as the issue of cost accounting in a non-profit organization (â€Å"NPO†), to lay the foundationRead MoreAccounting Essay2662 Words   |  11 Pages1. 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People (human capital) pertains to fair and beneficial business practices toward labour and the community and region in which a corporation conducts its business. A TBL company believes a reciprocal social structure in which the well-being of corporate, labour and other stakeholder interests is interdependent. A tripleRead MoreEffects Of Religion On The Northern Africa And Southern Asia1171 Words   |  5 PagesMesopotamia are considered to be the birthplace of the world’s 3 major religions. Also, this region accounts for more than 60% of the world’s oil reserves. Religions  have had significant effects on the region adding to its strengths and detriments just as has oil contributing to its growth and at the same time its wars.    Cities such as Jerusalem are considered to have been sites for important events directly affecting each of the religions aforementioned. As a result, the different religious groupsRead MoreThe Paradigm Change And Scientific Revolution2944 Words   |  12 Pagesone in your overall response to this question- In my opinion there is a divide between theory and practice in regards to a paradigm change to the economics of sustainability. This paradigm change has been a slow building process and there still isn’t a universally accepted paradigm. The theorists and academics are in the midst of a paradigm change but business owners and operators through their practices continue to follow neoclassical economics following the reductionist form of thinking. â€Å"The economics

Cyp 3.4 Support Children and Young People’s Health and Safety Free Essays

string(706) " harm to the individual child †¢The activity should be set up to meet each child s individual needs and be within their individual capabilities †¢The activity should be aimed to enhance learning and but still must be within a safe environment †¢A comprehensive risk assessment should include the individual child s needs and abilities, challenging to the child s development but without excessive risk that may harm themselves of personal †¢Children and young people do not always have the skills to make judgement on safe choices and as carers it is our responsibility to identify any hazards and make the judgement on when it is safe for the child to undertake an activity or make a personal choice\." CYP 3. 4: support children and young people’s health and safety Task 1 1. 1 When planning health and safety indoor and outdoor environmental services we must take into account †¢The individual needs abilities and ages of the children and young people. We will write a custom essay sample on Cyp 3.4: Support Children and Young People’s Health and Safety or any similar topic only for you Order Now †¢Certain risk factors †¢Mobility ,sensory ,medical needs †¢The needs of carers and extended family †¢The environment and the services that are available The duty of care to always have the child’s safety and welfare in mind. †¢The desired outcome clear aims and objectives based around the EYFS framework. Lines of responsibilities everyone has responsibility for the health and safety of the children and young people each member of staff need clear reporting responsibilities. 1. 2 Health and safety is monitored within the setting by †¢Daily risk assessments †¢Comprehensive policies which may include †¢Lost child, behaviour ,house rules, safeguarding children and young people, fire safety, emergency cover for medical needs, medical and medicine permission, †¢Accident/incident record book. †¢Indoor play area. Quiet area toys and equipment Outdoor area toys and equipment checked grass areas checked for animal mess or litter. †¢Outing risk assessments in place for planned trips. †¢Each risk assessment is reviewed 6/12 to meet the needs of growing children and young people. †¢Visitors book checked daily †¢Smoke alarms checked weekly and recorded †¢Fire escape plan in place and fire drill practised each term †¢All windows ,doors locks are secure to stop children leaving the building †¢Policy’s are up to date and signed by parents. †¢My daily risk assessment †¢Risk Assessment †¢Daily checks RoomRisksActions All Rooms Electric sockets coveredShock, burns deathCover all sockets House PlantsPoison allergy rash No plants in play area Windows and low level glassCuts falls Cover with safety glass Cords on blinds and curtainsStrangulation deathTie up or remove Trailing wire and cablesTrips falls head injuryAll wires secure FlooringTrips falls head injuryAll falling secure on rugs Heating/VentilationOver/under heatingRegulate with thermometer Other Entrance/Hall/landing Front door-lockable and keys availableChildren could escape onto busy road of lock carer out of settingSafety lock at high level Keys at high level Stairs and banistersTrips ,falls Stairs kept clutter free safety gates in place ShoesGerms, dirt, harm to younger children if stood on. Shoes removed and put away after outdoor visits Meter cupboardShock burnsLocked away Smoke AlarmSmoke inhalation burns deathAlarms checked weekly Other Reception Room/Lounge/Dinning Room Table ClothsSpills burns suffocationNo table cloths AlcoholPoison ,sickness Alcohol looked away Hot drinksBurns scalds No hot drinks in play area Fires and heatersBurns scalds over heatingRegulated with thermometer Toys and resourcesCuts falls harmChecked daily for wear and tear. Remove or replace Harness on highchairFalls strangulation Monitor child and strap in securely Other Kitchen Knives and sharp implementsCuts harm to self or othersLocked away CookerBurns scaldsKitchen gate Dangerous substancesPoison burnsLocked away Hot surfaces and cooking utensilsBurns scaldsGate on kitchen Electrical appliances Shock, burns deathAt secure level on trailing leads KettleShock burns scaldsAt secure level on trailing leads Washing machineDrowning electric shockSwitched off at plug DishwasherDrowning electric shockSwitched off at plug Fire BlanketSuffocation At safe level Fridge (food correctly stored, in date etc)Food poison e coli Fridge temp checked and recorded Pets (food bowls) Litter trayPoison sicknessKept away from play area Other Bathroom/toilet MedicinesPoison In safe cupboard First Aid BoxMisuse cuts poison from creamsIn safe cupboard Toilet BrushPoison upset stomach In locked cupboard Temperature of waterBurns scaldsRegulate temperature Cleaning materialsPoison burns scaldsIn locked cupboard Locks on doorsChild could lock themselves in and put them self at risk of harm. All at high level Other Bedrooms Safe bedding/cotsStrangulation suffocation deathSecure all ties cellular blankets Windows (upstairs restrictors)Falls broken bones deathSecure locks in place Other Garden Gates and fencesEscape ,cuts fallsSecure all gates /fences surfacesSlips falls Clean/clear all areas daily Play equipmentFalls, broken bones. Check for wear and tear . remove or replace Water (ponds, drains and butts)Drowning deathCover all water features securely Paddling poolsDrowning death Never leave un attended Sand pitsPoison animal messCheck daily and replace each term Out buildings (sheds)Poison harm from tools equipment Keep locked at all time Tools, equipmentElectric shock ,cuts burns scaldsKeep locked away at all times Washing linesStrangulationRemove or cover PlantsPoison falls on sticksCheck for safe plants and no bamboo sticks. Animal faecesPoison blindnessClean up immediately Other 1. 3 †¢The sources I use are Ofsted standards ,EYFS, NCMA and my CDO †¢The main source I work within the EYFS which states The EYFS Welfare Requirements The General Welfare Requirements Safeguarding and promoting children’s welfare The provider must take necessary steps to safeguard and promote the welfare of children. The provider must promote the good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill. Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. Suitable people Providers must ensure that adults looking after children, or having unsupervised access to them, are suitable to do so. Adults looking after children must have appropriate qualifications, training, skills and knowledge. Staffing arrangements must be organised to ensure safety and to meet the needs of the children. Suitable premises, environment and equipment Outdoor and indoor spaces, furniture, equipment and toys must be safe and suitable for their purpose. Organisation Providers must plan and organise their systems to ensure that every child receives an enjoyable and challenging learning and development experience that is tailored to meet their individual needs. Documentation Providers must maintain records, policies and procedures required for the safe and efficient management of the settings and to meet the needs of the children 1. †¢I have policies in place which cover †¢Safeguarding policies and procedure for reporting †¢Suitable person all adults have a current CRB †¢Suitable premises comprehensive risk assessments are done and recorded daily †¢Car travel, lost child, notify able diseases, large play equipment and garden policy, behaviour and physical intervention. Ac cident and incident policy and record book, medical record, permission policy and emergency plan /childcare. Plus many more to meet each child’s age and abilities to safeguard myself and the child, parent/carers. †¢Task 3 †¢ 3. 1 It is important to take a balanced approach to risk management to reduce the risk of injury or harm to the individual child †¢The activity should be set up to meet each child s individual needs and be within their individual capabilities †¢The activity should be aimed to enhance learning and but still must be within a safe environment †¢A comprehensive risk assessment should include the individual child s needs and abilities, challenging to the child s development but without excessive risk that may harm themselves of personal †¢Children and young people do not always have the skills to make judgement on safe choices and as carers it is our responsibility to identify any hazards and make the judgement on when it is safe for the child to undertake an activity or make a personal choice. You read "Cyp 3.4: Support Children and Young People’s Health and Safety" in category "Papers" Children and young people need the freedom to explore an activity in a well controlled setting. For example a baby may continue to pull themselves up against a table or cupboard if the table has corner edges cushioned and the area around the table is clutter free this reduces the risk of harm if the baby falls the baby will continue to keep trying without seeing the danger which is clear for adults the baby must e given the opportunity to explore the surrounding areas and do this without the risk of harm which can be eliminated if caution and care is taken. †¢3. 2 The dilemma between the rights of choices for young people and health and safety requirements †¢Children learn by try new and exciting experiences they may not have the skills t make judgement but children are good at judging and deciding when they feel safe to try or join in with activity. †¢Children need the freedom of choice but with reassurance and firm boundaries of safety they become more confident. †¢Children need the freedom to explore and grow safely †¢Parents and cares need to take caution and reassure not control the situation so the child feels able to make a choice to explore a new activity. †¢3. 3 †¢I have a trampoline policy and agreement between myself and the children in my care each child signs and agrees with the boundaries we set. The rules are made on a health and safety basis. †¢Amount of children at one time. Rules concerning shoes and safe appropriate clothing no loose strings or baggy clothing. †¢The safety of the zip and catch locks surrounding the trampoline and the use of the ladder. †¢If the rules are broken ten the trampoline is out of use until the child re-reads and resigns the policy in place. †¢I also have a behaviour policy which the child and i w rite together including safety of equipment and around the house. †¢Task 4 †¢4. 1 †¢The accident, incident, emergencies and illness policies within my setting are Accident/Incident Policy The safety of your child is paramount and I will take every measure I can to protect your child from hurting itself. However sometimes accidents do happen and I have written the following procedure on how I will deal with such a situation: †¢I will comfort the child and reassure them †¢I will assess the extent of their injuries and if necessary call for medical support/ambulance †¢I will carry out any first aid procedures that are necessary and that I have been trained to do †¢Once the child is more settled I will contact you as soon as possible to inform you of the accident and if necessary to ask you to return to care for your child/ meet me at the hospital After every accident, however minor I will: †¢complete a report in my accident book †¢ask you to sign the report and then provide you with a copy If the incident requires any medical treatment then I will: Inform Ofsted (under Standard 14. 3 Children Act regulation, inform Ofsted about any significant events) †¢Inform my Insurance Company †¢Contact the NCMA/ BARKING AND DAGENHAM Early Years for additiona l advice/support It is important that you keep me informed regarding your child’s condition following an accident and if you have sought medical advice. Medical Procedures Policy I have received specific training to carry out the following medical procedures: List paediatric /adult first aid I was required to obtain a level of competence in each of these procedures and regular checks will be carried out by specialist staff to ensure these levels are maintained. My Insurance Policy with NCMA/ covers me to carry out these procedures. The welfare of your child is paramount therefore if I am at all unsure about the procedure, or concerned regarding the physical condition of your child whilst in my care I will contact either you the Parents, a member of their nursing team or the emergency services depending on the severity of the situation. I will document all procedures that I have carried out and ask that you sign this record. †¢I will require that you keep me informed as to the current health of your child and if there are any changes to their condition, treatment or medication †¢Permission to seek Emergency Medical Treatment. †¢ I/we authorise ______________________________to administer first aid assistance to my/our child named below as and when necessary, or in the event of an emergency to seek medical/hospital assistance in our absence as appropriate. I/we will provide her/him with up to date details of contact numbers. â⠂¬ ¢I/we understand that you will not be able to authorise any treatment and that I/we as the child’s next of kin will be contacted by the medics in the event of an emergency to give permission, or in a life threatening situation the medics will act in their professional capacity. †¢Name of child †¢ †¢Name of parent †¢Signature †¢Date Sick Child Policy I appreciate that as a working parent you need to be able to go to work, however if your child is unwell then they will be bettered cared for in their own home with a parent. I am happy to care for children with minor coughs and colds but will not care for children who are very unwell, infectious or running a high temperature. I have to go out each day to do school and pre-school runs and need to consider the welfare of all the children in my care. If you child has had diarrhoea or sickness in the last twenty-four hours please do not bring them, but call and let me know. If your child becomes ill whilst in my care, I will make them as comfortable as possible, isolate them from the other children if necessary and reassure them. I will contact you immediately and continue to care for your child until you arrive. I am happy to administer medication-please see my Administering medication policy. I will contact you if one of my own children is not well, inform you of the illness/symptoms and if I am able to work. This then allows you to make an informed decision as to whether to bring your child or not. If you have any concerns regarding this policy please contact me. Permission to Administer Non-prescription Medication I give permission to my Childminder (name)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ To administer the following non-prescription medication if my child needs it. (Delete as applicable) Calpol Junior Nurofen Junior Diprol Teething Gel I understand that I will need to have provided this medication in the bottle/packaging it was purchased and clearly labelled with my child’s name and instructions on dosages allowed. I expect my childminder to contact me prior to administering the medication, especially if my child has been in her care for less than 4 hours. I will advise my childminder, when dropping off my child, if I have already given my child any medication prior to arrival. I agree to sign for any medication given when I return to collect my child. Name of Child Name of Parent Signature of Parent Date 4. 2 Requirement for notifying Ofsted The law is slightly different for the Early Years Register and the Childcare Register. 3 If you are on the Early Years Register you must tell us about a child accident, Injury or death on the premises while the child is in your care. It does not require You to tell us if any other person has had such an incident, or if the incident happens Off the premises, or if it happens to a child not in your care, for example with their Parent after the end of any care period on their way out of the premises. 1 The Childcare (General Childcare Register) Regulations 20 08, www. legislation. gov. uk/uksi/2008/975/contents/made; The Statutory Framework for the Early Years Foundation Stage, http://nationalstrategies. standards. dcsf. gov. uk/node/151379; Early Years Foundation Stage (Welfare Requirements) Regulations 2007, www. legislation. gov. uk/uksi/2007/1771/contents/made. 2 Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995, www. egislation. gov. uk/uksi/1995/3163/contents/made. 3 The Early Years Foundation Stage (Welfare Requirements) Regulations 2007 and The Childcare Register (General Childcare Register) Regulations 2008. 4 Statutory Framework for the Early Years Foundation Stage, page 26. The National Child minding Association I am registered as a member and i obtain my public liability from the NCMA The cover under the policy can be summarised as follows: †¢Legal liability for or arising out of: †¢Accidental injury (including death) of any person in the care of the Insured Childcarer (including costs and e xpenses incurred in defending any matter forming such claim). Accidental loss or damage caused to a third party or the property of the third party in the course of their childcare activities. †¢Nuisance or trespass. †¢Accidental injury caused by the incorrect application of first-aid treatment. †¢Administering medication/treatment (provided written parental permission has been obtained). †¢Children being left in the care of another adult during an emergency. †¢Damage to property including child minded children’s property. Subject to an excess ? 50. 00 in respect of child minded children’s property. (1) My CDO (childminding development officer) Social services through my safeguarding children police and procedure. How to cite Cyp 3.4: Support Children and Young People’s Health and Safety, Papers

Essay about Othello, By William Shakespeare Essay Example For Students

Essay about Othello, By William Shakespeare Essay In Shakespeare s play Othello, hostile jealousy warps reality for Othello which leads to the demise of his marriage as well as himself. Many critics have analyzed the topic of jealousy, most of them coming to the conclusion that Othello showed signs of underlying insecurities and possessiveness which lead to jealousy however; Nordland pointed out that jealousy was not caused by pre-existing insecurities and scars from past traumatic experiences but it created doubts and issues of self esteem in Othello after he is gripped by delusional jealousy, courtesy of Iago. To properly explain Othello s metamorphosis of a honorable man into the green-eyed monster (3. 3. 196), one must define jealousy for the irritant that it is. Jealousy is a multi-dimensional emotional state where one s relationship, whether it be with a friend or spouse, is threatened by another person or rival (Buss 155). In Othello, Iago seeks ruin Othello by spinning false, unrestrained tales of infidelity between Cassio and Desdemona. With false knowledge of infidelity, Othello hurls into a detrimental episode of jealousy and turns on his wife resulting in spousal homicide. Jealousy, described by Ekman and Plutchik s research, is composed of eight primary emotions- anger, fear, sadness, disgust, surprise, anticipation, trust, and joy(Buss 157). In Othello s case, one can assume that the emotions included in his fit of jealousy were anger, disgust, and distrust. Along with jealousy are negative repercussions that lead to damaged relationships. In a section of Buss essay, the topic of jealousy leading to homicide outlines how one partner isolates the other and resorts to violence which can range from minor slaps to brutal beatings (Buss 160), a instance o. .saying I fetch my life and being/ From men of royal siege (1. 2. 24-25) which renounces any possibility that Othello felt inferior to anyone within the Venetian society. The final, certifiable root of jealousy that can be applied to Othello is that he experienced a mental breakdown. Once successfully infected by jealousy, Othello s outlook on his marriage, himself, and the people he once trusted completely changed. In a study, presumably conducted by Cipriani, people who have been tainted by delusional jealousy had tendencies to over analyze small details, such as moved items within their homes, taking pieces of conversation out of context or stray events and assume that those things are evidence that their spouse is cheating (Cipriani 468). Jealousy of this degree can foster an array of neurological disorders like dementia, brain trauma, and Parkinson s disease