HACCEP Essay Example | Topics and Well Written Essays - 1000 words

HACCEP - Essay Example Use properly sanitized wash water (Chlorinated at least 0.1%) Food handlers must use properly sanitized mask, head gears, and gloves. All utensils must be properly sanitized with hot water. Monitor water chlorination level Monitor use of food handlers’ gears Monitor sanitization procedures ... Monitor use of food handlers' gears Monitor sanitization procedures Adjust chlorination level to desired concentration Require food handlers to use masks, caps, and gloves Require sanitization Step: Cooking Pathogen survival and growth Baking is at 180C for 45 minutes; Heating of liquid below 80C; Additional baking 180C for 5-10 minutes Check oven and heating temperatures using sanitized thermometers Record time and temperature settings Adjust to the desired temperature. If lower temperature is used extend time of cooking Discard if over-cooked Step: Holding Growth of pathogens Refrigerate not more than 10C Hold in chilled conditions up to 3 days Check temperature settings Record temperatures within storage duration If storage temp is higher than desired for extended period, Reheat in oven using reheating procedure. Discard after 3 reheating cycles. Step: Reheating Pathogen survival Heat in oven at 180 C for 5-10 minutes Maximum of 3 reheating is allowed Check temperature Record number of times of reheating Ensure right temperature and time Discard if not consumed after 3rd reheating Step: Serving Contamination Serve hot about 40 C Check serving temperature Reheat if product is cold or below 30

The Acceptability of Torture and Some Viable Alternative Solutions Term Paper

The Acceptability of Torture and Some Viable Alternative Solutions - Term Paper Example Despite the fact that several people criticize acts of torture, I believe that if torture helps to obtain information to save people’s lives, then it is practically good and that torture is justifiable as long as it fulfills this purpose. Despite the fact that several critics of torture would condemn it by calling it â€Å"abhorrent† and by justifying it in a rather simplistic way – that â€Å"making people suffer is a horrible thing [and that] pain hurts and bad pain hurts badly,† there is no denying that torture serves a rather good purpose (Luban 1429). Levin was right in saying that compared to torture, â€Å"mass murder is far more barbaric,† and that governments that do not resort to torture commit â€Å"moral cowardice† and eventually sacrifices innocent lives in favor of one whose life they do not want to be accused of taking (824). In Levin’s essay entitled â€Å"The Case for Torture,† he reiterates that in the case of a ticking time bomb incident, where it is only torture that would serve as the final resort for the authorities to obtain information from a captured terrorist about the location of a time bomb about to explode, the idea of using torture is indeed justified (824). This is indeed perfectly logical for there is no other way for anyone to be able to detect the bomb except by torturing the captive and making him admit where it is. Although the chances of the captured terrorist revealing the exact location may not be 100%, at least there was some hope of finding out where the bomb is. Moreover, even if such a procedure has failed, the government would not have to bear the burden of guilt from not having done anything to stop the explosion. People may criticize a government for failing to rescue hostages. However, there must be greater criticism intended for governments that did not do anything to come up with a rescue plan for hostages on the basis of their decision not to torture and vi olate the human rights of the captured terrorist bomber. The point here is not about the idea of criticism, and it is not that governments have the moral duty to avoid criticism. The point is that governments have the duty to protect its citizens and any negligence of this duty is tantamount to severe criticism and a violation of the human right of the citizens to live. Besides, a government that is bent more on protecting the rights of perpetrators more than the rights of victims must be one which is considered tyrannical, and when people lose their respect for the government – no matter how unjustifiable the basis for such loss of respect is – there is no reason not to expect anarchy. The ultimate end result, therefore, although hypothetical, would be the destruction of human society. If people do not feel like the government is doing its best to protect their lives, interests, and safety, then there must be no reason for them to continue believing in the integrity o f this government. Such resentment and loss of faith would eventually foster dissent and rebellion. Krauthammer may criticize torture as an act which we take when we â€Å"descend to the level of our enemy† and one which is against â€Å"our nature as a moral and humane people,† but I believe that the words â€Å"moral† and â€Å"humane† are but ethical labels or at best mere generalizations (829).

Setting Up a Network at a New Office Essay Example for Free

Setting Up a Network at a New Office Essay 1.1 General Setting up a new network at a new office will require the purchase of new workstations, installing a new server, or implementing network security and virus protection systems network wide. LC Comm primary goal is to translate the technology needs of your building into an industry standard solution that produces clear, tangible results for the business. It is also my goal to educate and help you understand some of the more technical aspects of your network upgrade by putting it into a simple, easy to comprehend. Network planning and network upgrades performed will follow the accepted best practices of successful installations. This process and my exclusive 100+ point project checklist ensures consistent results with zero or minimal disruption to your office during the course of the network planning, network upgrade, server installation or new computer installation. Since I place my highest values on consistent, reliable solutions for the long-term happiness and productivity of your office, you can feel confident I will only recommend proven network planning and network upgrades that will accomplish these goals and not those that are the coolest or newest at the time. An IT project is an endeavor with a definitive timeline (start date and end date) during which specific goals and objectives are met. Projects occur in addition to the regular maintenance of your network and technology equipment, and often emerge as a result of issues discovered during regular maintenance. 1.2 General Scope of Work LC Comm. proposes to produce contract specifications and construction drawings for all building spaces as well as the communications cabling system. This will include the plan views of all equipment rooms, labs, MDF/IDFs and the elevation views of equipment racks and cabinets. In general, this includes the following: 1.2.1Participation in the design process. LC Comm will work with the Customer to validate space requirements and produce electrical and mechanical program requirements for all computer room and telecommunications facilities and equipment. This includes CAD plan drawings of computer room and telecommunications room equipment. It also includes CAD elevation drawings of the network and server cabinets. As a participant in the design team, these requirements and drawings will be  conveyed to the architects and engineers for inclusion into the schematic drawings, the design development drawings and finalized in the construction documents. 1.2.2 Assist Customer in designing the local and wide-area networking requirements. This includes any high-speed lines that will be required in the new main site and other locations. Full back up and redundancy is assumed. 1.2.3 Assist Customer in placing all computer and network equipment on the drawings. 1.2.4Production of the building communications cabling systems requirements as may be required. These include the data structured cabling system for the building, bus tag cable design should a large mainframe be involved and inter-cabinet cabling systems between the network and server cabinets. 2.0Specific Scope of Work 2.1Schematic Design 2.1.1Validate all space requirements for the technical areas associated with the data center complex. This includes but is not limited to the following: †¢Computer equipment area †¢Operations console area †¢Disk farm and tape robots †¢Network area †¢Server area †¢Printer and paper storage areas †¢Staging areas †¢Environmental systems on or under the raised floor area †¢Technical support areas outside of the raised floor area †¢Meeting rooms †¢Storage spaces 2.1.2Participate in the design and data gathering process to determine, produce or participate in the following: †¢Rough draft of computer and network equipment layouts †¢Discussion of adjacency requirements for the data center operating areas †¢Participate in discussions to determine facility design requirements †¢Participate in meetings to determine what computer and network equipment will be acquired for the new data center †¢Development of preliminary high-level project schedule with milestones. †¢Data gathering for communications and network cabling requirements †¢Data gathering of  environmental requirements for computer and network equipment that will be in the raised floor and telecommunications facilities. (Power and Cooling Profile) †¢Gather requirements for telecom grounding requirements †¢Identify MDF and cable entrance areas †¢Identify fiber and cable provider vaults on or near property †¢Begin early draft of communications cabling specification †¢Participate in discussions on redundancy of environmental systems and the elimination of any single point-of-failure †¢Participate in discussions on disaster recovery and business resumption 2.1.3 Participate in discussions to identify design requirements for the telecom fiber and copper entrance cables. 2.1.4 Participate in scheduled and ad hoc meetings as may be required to produce required deliverables. Meet with vendors as may be required. 2.1.5 Document technical meetings and discussions. Reproduce and distribute documentation. 2.2 Design Development 2.2.1 Finalize plan view of equipment layouts for MIS, IT, network, server, telecommunications and PBX systems 2.2.2 Finalize detailed environmental requirements for all MIS, IT, network, server, telecommunications and PBX systems 2.2.3 Produce final draft of the communications and network cabling specifications. This includes and custom specifications for cable runway, network cabinets, under floor fiber cable tray systems 2.2.4 Produce final draft of telecom grounding requirements 2.2.5 Produce final draft of project schedule with milestones 2.2.6Produce draft of network and server cabinet elevation drawings 2.2.7 Produce draft electrical panel breaker assignments for Electrical Engineer 2.2.8 Participate in scheduled and ad hoc meetings as may be required to produce required deliverables. Meet with vendors as may be required. 2.2.9 Document technical meetings and discussions. Reproduce and distribute documentation 2.3 Construction Documents 2.3.1Finalize all construction specifications for the following: †¢Structured communications cabling system. Includes RFQ †¢Telecommunications entrance facilities †¢Inter-connecting cabling system for the network and server cabinets †¢Cable runway for PBX (MDF) and IDF areas †¢Under floor cable tray for fiber cables 2.3.2 Finalize construction drawings for the following: †¢Structured communications cabling system. Includes elevations telecom racks in the MDF and IDF areas. Includes instructions for seismic bracing †¢Telecommunications entrance facilities. Includes fiber mux areas †¢Inter-connecting cabling system for the network and server cabinets. Includes elevation drawings showing connecting hardware and equipment in the network and server cabinets †¢Cable runway for PBX (MDF) and IDF areas †¢Under floor cable tray for fiber cables 2.3.3 Participate in scheduled and ad hoc meetings as may be required to produce required deliverables. Meet with vendors as may be required. 2.3.4 Document technical meetings and discussions. Reproduce and distribute documentation. 2.4 Bidding and Negotiation 2.4.1 Attend bid conferences and walkthroughs as may be required. 2.4.2 Respond to RFIs as may be necessary 2.4.3 Produce specification or drawing modifications as may be required 2.5 Construction Administration 2.5.1 Walk job site periodically. Observe and comment on construction of equipment and network facilities. Produce documentation where required 2.5.2 Participate in architectural and construction project meetings where required

Birth And Eleven Months Children And Young People Essay

Birth And Eleven Months Children And Young People Essay The control that people have over their bodies is quite remarkable, and yet most people take it completely for granted. Watch a young baby struggling to pass a rattle from one hand to another and you will soon see how skilled you have become. Physical development like many other areas of development is a journey, but interestingly it is a relatively fast one, and by the age of 5 years most children have a good level of control over their bodies. Physical development looks principally at the skills that children acquire, but it is important to understand that there is a link here to growth and maturation. For example, young babies can suck their toes, but this becomes difficult as the bodys proportions change. In the same way some physical development cannot take place until some maturation processes have occurred. Physical development builds childrens confidence when children can do things for themselves, they are more likely to gain in confidence, and they can do things how and when they want. It allows children to express themselves, physical movements are one in which babies and young children can express themselves. Babies may signal with their arms if they wish to be listed .Physical development is also linked to cognitive development, in childrens early stages , a significant amount of learning is practical and requires physical movements, early physical movements also help to develop the brain. To gain control over their movements, children need to master different types of movement and Michelle howorth NC39964 Assignment 1 Page 2 Skills. These types of movements are fine motor skills and gross motor skills. Fine motor skills cover small movements that are usually made using the hand, fine manipulative skills are movements that require the fingers and thumbs to carry out co-ordinated small tasks, fine motor skills are movements that involve the wrists and hands. According to Arnold Gessel an American paediatrician the central nervous system underpinned development with stimulation not necessarily having a significant role. He suggested that they are 3principles of physical development 1. Development follows a sequence, as children develop and grow a sequence emerges and certain things have to be in place before others can follow. 2. Development begins at the top at the head and moves downwards, babies gain control of their head and top of the spine before any other part of the body. This is a survival mechanism which allows the baby to feed. 3. development begins with motor movements which are uncontrolled which then become refined and precise, they have uncontrolled arm and leg movements but most control is quickly gained, by 6 months most babies can take an offered toy relatively easily . The first year of life is amazing in terms of physical development, babies begin with a range of reflexes, the reflexes are actions that happen without the baby thinking about them, these are swallowing and sucking reflex -these ensure the babies can feed and swallow milk. Rooting reflex -the baby will move its head to look for a nipple or teat if its cheek or mouth is touched, this helps the baby to find milk. Grasp reflex- babies will automatically put their fingers round an object that has touched the palm of their hand. Startle reflex when babies hear a sudden sound or see a sudden bright light, they will react by moving their arms outwards and clenching their fist. Walking and standing reflex- when babies are Michelle howorth NC36694 Assignment 1 Page 3 Held upright with their feet on a firm surface they usually make stepping movements. Falling reflex- this is known as the Moro reflex babies will stretch out their arms suddenly and then clasp them inwards in any situations in which they feel they are over falling. Over the first few months some of these reflexes begin to disappear and instead babies learn to control their movements, muscle tone also increases and the body grows stronger. By the time babies are one month old they have changed already, they appear less curled up and more relaxed. Babies at one month old have usually started to settle into a pattern, they sleep quite a lot of the time but will gradually try to spend longer time awake. They cry to communicate their needs and parents are beginning to understand the different kind of crys , they start to learn more about their parents : they may stop crying when they hear their voice ; they also try hard to focus on the face of who is holding them (they can focus at a di stance of 20-25cms ).When they get to 3 months they have grown in height and weight , they have grown out of all their early clothes and have changed in many ways, Some babies have learnt the difference between day and night and are able to sleep through the night . They are likely to cry less and most parents are getting better at knowing what their cry means, they are also starting to sleep a little less and are far more alert .They may smile quite often and show that they know the sound of their parents voices and movements .Babies bodies are also developing, they are able to lift their head up and look about when put on their tummies. As a child reaches 6-8 months they have learnt many skills, they are very alert and move their head to see what is happening, they enjoy playing and show it by squalling in delight .They can now reach out and grab a toy and move it from one hand to another, they are able to focus on an object and explore it if it seems interesting .They also start to show that they understand a little of what is being said to them and they try to communicate. They usually enjoy their food and are beginning to feed themselves by grabbing a spoon .They are also getting stronger they can sit up with support in a highchair and are able to roll Michelle howorth NC36694 Assignment1 Page 4 over from their backs to their fronts, they can push themselves up on their hands if they lie on their fronts and hold this position for a while .As they reach 9 month Babys physical development is now very noticeable, many babies will be crawling or finding other ways of being mobile, they are able to sit up without any support; these new movements mean babies can explore more. Children at this age spend a lot of time sitting and playing, when they are mobile they can move quite fast .As well as large objects babies are also picking up objects handling them and becoming more skilled at touching things. Objects still get popped into the mouth. 1.2. Summarise the intellectual development of a child aged eight to twenty months. At this age your childs attention span is beginning to lengthen, he is beginning to develop memory through repeated activity; touching objects made of different textures and materials to see what they feel like provide him to explore different ways of using his hands. He explores and experiments by touching different substances and textures such as different fabrics like velvet and felt which provide soft and hard textures. Babys begin to say there first words such as mamma and dada which are evidence of his cognitive development and the beginning of a fantastic new stage where communication develops into verbal language. As this age he might be able to say a few words such as mamma and dada or simple words which they recognise from parents communication with them but children are quite different, some pick up language fast and others dont, some children dont talk until later into their development. By 20 months they can understand simple requests like pass your bottle. His developin g language may still be restricted to one word at a time and he hasnt quite established putting 2 words together and he may just point at things when he wants them and his vocabulary may vary between 50-100 words. Language development and memory are closely linked and memory are closely linked he will soon begin to realise that language will help him in the world around him, by communicating he will start to learn a few concepts , like tidying up after playing , this helps him take care of his possessions . Michelle howorth NC39964 Assignment 1 Page 5 There are different theories of how he gets to these stages theories that look at the way children think and learn are extremely important as they can be applied to so many situations in everyday life .This also means that when Studying other aspects of child development , such as language behaviour management, or aggression you will find that the same terms and theories keep reappearing .Currently learning theories can be grouped into 3 bands The behaviourist approach suggests that learning is influenced by rewards, punishments and environmental factors .The term conditioning is often used by behaviourists, it means that you learn to act in a certain way because past experiences have taught you to do or not to do something. B.F Skinner is recognised as being a key figure in developing the behaviourist approach by learning theory. Skinner suggested that most humans learn through exploring the environment and then drawing conclusions based on the consequences of their behaviour. Jean Piaget was a zoologist who became interested in childrens cognitive development as a result of working on intelligence tests. He noticed that children consistently gave similar wrong answers to some questions and began to consider why this was. Piaget used his own children to make detailed observations and gradually developed a theory that has been very influential. His theory of learning is sometimes referred to as constructive approach because he suggested that children constructed or built up their thoughts according to their experiences of the world around them. He felt that learning was an on-going process with children needing to adapt (hence piagets term adaption).For example a child aged 15 month may come to believe that milk is served in blue beakers , because their experience of having milk is linked with it being served in a blue beaker. If one day they are given juice in the blue beaker instead of milk they will reconsider the theory and thus come to the conclusion that milk and other drinks come in blue beakers. Piaget used specific vocabulary to describe the process of children learning in this way. Assimilation- the child constructs a theory. (Schema). Equilibrium the childs Michelle howorth NC39964 Assignment 1 Page 6 Experiences seem to fit the schema (everything balances). Disequilibrium An experience occurs that casts doubts on the effectiveness of the schema. (Things dont add up anymore). Accommodation the child changes the original schema to fit the new piece of experience or information; he grouped child development into 4 broad stages Sensori-motor, pre-operational, concrete operational, formal operational. Although Piagets work is well known there are 2 other approaches which are in some ways similar to Piagets, Vygotsky Jerome bruners work was influenced by Piaget but particular by Vygotskys work. Bruners is not a stage theory as such but he suggests that children gradually acquire cognitive skills and he refers to these as modes of thinking. Enactive-0-1 years, iconic 1-7 years, symbolic 7+ years. Bruner believed that cognitive development can be speeded up if stimulated, he also believed that adults had a very important role in developing childrens cognitive skills by working alongsid e them and asking questions helping children to vocalise their thoughts. 1.3 Summarise the language and communication development of a child aged 16-26 months. Much of an 18 months old toddlers speech is jargon is unrecognisable but with emotional content. A child at 18 months should be able to use 5-20 words most of which will be nouns. Examples include mamma, dada bath, and nana. At this age when he learns a new word he will repeat it over and over. 20-25 percent of an 18 month olds vocabulary should be intelligible to outsiders; they are learning every object has a name. A babys vocabulary includes things like names of food, animals, family members, clothing and toys. 18 months may be able to point at parts of the body when a parent names it. A childs vocabulary explodes between the 18-24 month marks, maybe 2/3 of what he says is intelligible and his vocabulary may contain 150-300 words. He should be able to name lots of objects in his surroundings like, chair, bottle, and cup Michelle howorth NC36694 Assignment 1 Page 7 He should be able to form small sentences like want cup he will be able to understand the words my and mine. There are quite a few theories as to explain how children Learn language. Theories of language development fall into 1 of 2 camps; empiricist and nativist. Empiricist believes language is a learned behaviour. Nativists on the other hand believe we are born with some innate language ability. Empirical researchers focus on learning theories to understand how children acquire language skills while nativists look for biological components responsible for the universe rules underlying all of the language spoken by people. Lev vygotsky a Russian psychology researcher who began developing his empirical theories of cognitive development after the Russian revolution in the early 20th century. Children learn by solving puzzles with the help of other people such as parents or siblings. Language develops a tool for helping them solve problems more effectively. They learn the skill by prac ticing or modelling language behaviours they hear being used around them.in his theory, language development is closely tied to social behaviour putting him in the empiricist camp. B.F Skinner, an American psychologist best known for his work in behaviourism, proposed behaviourism as the basis for language development in a book published in 1957. The core behaviourism is learning through reinforcement. the reinforcement takes different forms ,for example if the parent says to the child can you say mummy? and the child responds accordingly the parent provides positive reinforcement . If the child uses language to make demands such as asking for a cookie and the demand is granted, the child receives positive reinforcement for using language. This approach places skinner in the empiricist camp of language development. According to empiricist Jean Piaget, a Swiss psychologist known for studying how knowledge develops in children and adults during the first half of the 20th century, la nguage Michelle howorth NC39964 Assignment 1 Page 8 Development is connected to a childs cognitive development. As the child moves through the different stages of cognitive development. For example, during the pre-operational stage children can grasp the existence of things even when cannot see those things, likewise they can use language to think about those non- present things. Naom Chomsky , an American linguist and cognitive scientist believes children are born with innate knowledge of the rules governing language. This makes him a nativist, his research during the late 20th century also suggest that the rules are universal among the known human languages. For example Japanese and English seem very different, but both languages include verbs and in both languages verbs take an object. The difference is where the object of the verb is placed in the sentence. According to Chomsky the reason the children learn language so quickly is because they already know the rules. Jerome Bruner, a nativist and American cognitive psychologist bel ieved language development comes easier to most children because of a combination of innate biological endowments and social encouragement. Bruners research on the subject began in the 1960s. Bruners notes that even children who cannot distinguish between their thoughts and things attempt to use language suggesting they are born with an inclination towards communication. The role of encouragement is to provide necessary support as the child develops linguistically. 1.4 summarise the emotional development of a child aged between 30 and 50 months. A childs emotional development is hard to monitor because self-concept, gender identity and social status are developing as well. The Michelle howorth NC39964 Assignment 1 Page 9 Way they behave is usually a clear indicator of what they are dealing with on an emotional level. At this age lessons are being learnt which will form a childs personality, the childs personality as influences on emotional development. Children who are more adaptable will progress a lot faster than children who are far less adaptable, things like meeting new people and being in new environment will be more daunting for them. During this age childrens emotional needs are shown through their behaviour, understanding their needs and dealing with them as necessary will help the childs emotional health as the child progresses. Also during this time every experience the child encounters helps to develop the childs self-concept, spending time with parents and other children will give the child a sense of who he is by emotional interactions and will start to develop his independence. Parents are the best role models the help the child develop his sense of gender identity, as a result of the child studying the parent, emotional characteristics of the parent become a part of the childs gender identity. Frustrations and tantrums in a child this age are very apparent; tantrums occur for no apparent reason but are often due to insecurities and not being able to get what they want. By 3 years old this behaviour will have calmed down and he will be beginning to develop interests in feelings towards other people and is starting to feel a lot more secure in his environment , he can keep his frustrations under control , by the time he reaches 4 he will have developed a definite personality and loves to explore everything new , he has excitement for adventures and can show sympathy and concern towards other children his behaviour might start to become erratic , for example he will like things and hate things in the space of a few minutes , he will exaggerate things and become extremely bossy and may begin to start telling lies. Theorist erik erikkson proposed that emotional devel opment consisted of 8 crisis and that each crisis consisted of a specific window in a childs individual development for example the crisis for this specific age according to Erickson is initiative versus guilt according to errikkson a child should develop a sense of purpose by being able to do things on his own , such as dressing himself , if a child is not allowed to do this the child may become afraid to try new things and develop a fear of disapproval. 1.5 Summarise the social development of a child aged between 40 and 60 months. At this age a child interacts with other children very easily but only usually in a small group or with familiar adults. they are beginning to make massive leaps in socialisation which helps them develop a lot more friends .they dont need as much attention from adults because they understand that attention is there when needed. They will show friendship preferences but mainly based on play interests. Children will also now be aware of their own social backgrounds and strive to be accepted for who they are. They understand the difference in culture and gender and enjoy making friends and love being in the company of others. there confidence is building and they begin to understand the concept of sharing and taking turns and also begin to understand the difference between right and wrong. Lev vygotsky proposed that children thrive through interactions with their surrounding culture is theory is known as the cultural perspective in this theory it states that cognitive development of ch ildren is enhanced when they work in their zone of proximal development (zpd). Children need help off adults to support them as they learn new things to reach (zpd). According to vygotskys theory children can do more with the help and guidance of an adult than they can do themselves. In conclusion vygotskys theory of cognitive development states that interactions with other people are essential for maximum cognitive development to occur. 1.6 Analyse treasure baskets and discuss importance of child development. Michelle howorth NC39964 Assignment 1 Page 12 Treasure baskets an idea originally created by Elinor Goldschmeid. A treasure basket is a shallow sturdy basket containing a selection of everyday items, none of which are plastic. Most of the objects are in everyday use by adults and are made of natural materials. The item in the basket vary in weight, size and texture, colour, taste temperature and sound and all the items are chosen to stimulate one or more of 5 senses. Children explore the treasure basket using their senses to discover what an object is, what it is like and perhaps what it does when shaken or manipulated. Children learn by exploration and experience a treasure basket brings many items within reach that a child may not have had the opportunity to handle. A child can feel items with their hands, feet, fingers and mouth, by having this opportunity a child discovers weight, texture and size. Does it have a smell? Can you taste it? Wave it does it make a noise? Drop it and what happens? Can I put it inside another obje ct? Can I join 2 items together? What happens when I bang one item against the other? Elinor Goldschmeid spent time observing children and their parents she looked at how children gain knowledge of the world around them and how parents often give children objects to explore. For example, if when out, a child or baby gets upset, we often give them something to play with that is to hand a makes a noise or can be fiddled with, such as a bunch of keys. When we are busy in the kitchen a child sitting on a floor will often reach for the spoon we have dropped or the pots and pans in the cupboard. These observations led Elinor goldschmeid to the development of the treasure basket as a way of helping children to learn, explore Michelle howorth NC39964 Assignment 1 Page 13 And have fun. Treasure basket ideas were originally designed for babies who were sitting but not yet on the move. The basket is a good exploratory resource for babies and children who are not yet independently mobile babies given safe, Stimulating and supportive opportunities will use their senses to learn about objects they encounter. In doing so they will enter into a world of discovery puzzlement, social encounter and communication. As babies suck, grasp, touch and feel objects they rehearse behaviours which foster their earliest learning (Goldschmeid E 1989). The reason they dont use plastic in the treasure baskets is that many objects made of plastic are similar in many ways , they are often all smooth, have no smell and no taste. In our manufactured world adults and babies use plastic objects every day and a child gains experience of these objects through handling bottles, cups, toys and rattles. By offering a whole range of objects which are not plastic we increase the opportu nities for a child to explore and learn. The items contained in the baskets fall fewer than six headings. Natural objects e.g. pumice stone, a lemon and a natural loofah Natural materials e.g. little basket, wooden nail brush and a paint brush. Wooden objects e.g. curtain rings, clothes pegs and egg cups Metal objects e.g. spoons, bunch of keys, and bunch of bells. Leather, rubber, textiles e.g. leather purse, bath plug and chain, ribbon and lace. Paper/cardboard greaseproof paper, boxes, tubes. More objects that can be put in the basket are objects that rattle, objects that fit inside one another, such as boxes and pegs or graded measuring spoons, Michelle howorth NC39964 Assignment 1 Page 14 building and demolition articles which fit together and take apart, such a wooden blocks, zipped leather purse, a box with a lid, also objects to follow such as wooden eggs, balls and tubes that roll. When choosing a treasure basket there are plenty of points to consider, such as the safety of the basket, you need to make sure that you choose a basket which is strong and durable, without jagged edges and the objects should be washable, disposable and replaceable. For example pieces of fabric. Each object should be clean and safe, always check the basket regularly and be watchful of painted and varnished items, check they are non-toxic and if any doubts do not include them. you may also need to maximise play opportunities you need to aim for a variety of textures ,weight and colour and also be wary of including soft toys as their information and interest value can be limited . Also needed to be considered is where to place the basket in relation to the child. For example would the chi ld find it easier to reach in front or at the side? The child needs to be observed how he interacts with the basket. Do you need to offer more objects for him to explore. How can you make it more interesting? Is there an object the child doesnt like? Children all develop at different rates with regard to exploration be aware of the stage the child is at. Treasure basket ideas can also be adapted for children who are not sitting. Items can be put in a be active box or a little room or suspended from a play gym. The little room is an idea developed by Lilli Neilson for children with sensory difficulties. You can make a little room from a cardboard box, place the box down on its side with the child lied just inside the opening, line the sides with textured materials and suspend objects from the ceiling so that they hang down within the childs reach. 1. 7 Explain what is meant by holistic development Michelle howorth NC39964 Assignment 1 Page 15 Holistic development is when all areas of development e.g social, emotional, physical and intellectual and communication development, work as a whole to develop the childs overall development. Holistic development sees the child as a whole person thats why its important when you observe a childs development so you can observe it as a whole so you can see what progress is being made (or not being made). A good example of this is to observe a child playing hopscotch as this uses all areas of development combined together. Children must be able to understand to take their turn and must cope with their feelings if they do not win. This is personal, social and emotional development. The child must also be able to understand what is happening and understand the rules of the game and be able to count, this is cognitive development. The child must be able to throw a stone, have strength in their legs to support their weight and also be able to balance and have sufficient coordination, this i s physical development and finally the child needs to be able to say numbers out loud, arrange turns and be able to chat whilst waiting for their turn, this is communication and language development. If a child lacks in one of these areas of development he may struggle to play hopscotch, so observing the child as a whole can help practitioners or parents give the child support in the areas he lacks ability.

The Causes of Teen Pregnancy, Violence, and Drug Abuse Essay -- Exposi

The Causes of Teen Pregnancy, Violence, and Drug Abuse The headlines proclaimed the controversial news: race, poverty, and single-parents were NOT the irrevocable harbingers of drug abuse, teen pregnancy, and violence. Instead, researchers were claiming that behaviors that parents and teens could influence -- such as problems at school and the amount of time spent "hanging out with friends" and the type of friends they chose -- could predict trouble. Some cynics speculated that this was a right-wing conspiracy to justify abolishing federal programs for the poor. Some assumed that the media, always keen for a "dog bites man" story, had oversimplified research results to get a newsworthy sound bite. On the other hand, some youth advocates welcomed the idea that impoverished minority youth with single parents didn't necessarily have three strikes against them. This study, "The Effects of Race/Ethnicity, Income, and Family Structure on Adolescent Risk Behaviors", by Robert Blum, MD. has important implications for all parents and adults who work with youth. The study examines the extent to which race and ethnicity (white, black, or Hispanics), income (6 categories, ranging from $10,000 or less to $61,000 or more), and single-parent homes (i.e., family structure) predict several specific problem behaviors among middle school students and among high school students: - Smoking - Alcohol consumption - Suicidal thoughts or attempts - Weapon-related violence - Ever had sexual intercourse (yes/no) These were measured as a continuous range of behaviors, except for sexual intercourse. The results show that race, income, and family structure each influence many of these problem behaviors. I... ... statistics, you will realize that a white teen from a middle-class two-parent family is almost as likely to get into trouble (or stay out of trouble) as a Black or Hispanic teen from a poor single-parent home. This report should encourage parents of disadvantaged minority students, and the teachers and other adults who work with them, because it indicates some important influences that can be modified to help these children. On the other hand, it provides a real wake-up call for white, suburban families who think their children are immune from serious problems. And, it helps explain why substance abuse and tragic violence can occur even in seemingly safe, middle class communities. Source Cited Blum, Robert, MD. "The Effects of Race/Ethnicity, Income, and Family Structure on Adolescent Risk Behaviors" American Journal of Public Health December 2000.

Introduction to Antiques and Breakables :: essays papers

Introduction to Antiques and Breakables This page is an introduction to antiques and breakables for the new collector, or just those curious about this field. Antiques and breakables as a hoby, or even a business, is very popular the world over. Every major city has antique shops, antique shows, and flea markets where antiques are actively bought and sold. Many antiques also change hands through the mails. Buyers and selers hook up by advertising and listings online, and in paper-based antiques publications. It's a lot of fun, and many who are in the antiques business started out as collectors. They enjoyed it so much they've decided to make it a full or part-time business. Those just starting out, however may have a few basic questions. What are antiques? The term antique was originally defined by U.S. Customs to be anything made made before 1830. This was later changed to anything over 100 years old. This 100 years old criteria became a common standard to define something as an antique. Yet, most antiques shops and antiques shows today typically have a large percentage of inventory made in the 20th century. Today even high-end antiques dealers carry these items. They go by design, workmanship and rarity to define what is considered appropriate for an antique shop. Examples of items in this category are art pottery, art glass, jewelry from the turn of the century through the 1940's, and Tiffany silver produced in this century. What are Breakables? Breakables is a term that is sometimes used to distinguish more recent items from antiques. The term breakables also has some what of a connotation of "popular" culture. Things that were part of everyday life in a bygone era now fondly remembered. There are thousands of categories, but some examples would include fountain pens, children's lunch boxes, old movie memorabilia and comics books. It can also refer to "limited edition" breakables. Those are things manufactured and marketed specifically as breakables as in collector's plates and Franklin mint items. Really though, breakables are anything that people collect. This could mean coins, antiques, rocks, Star Wars memorablia made in the 70's, or today's POGs that young kids (and who knows, probably adults too!) collect. Who are the collectors? Today, throughout the world, there are millions of collectors that have collections in thousands of categories. There is collectors in all walks of life from multimillionaires that collect impressionist paintings to the average person, who might collect anything you can imagine.

Learning Disabilities Contributor Essay

This paper will discuss students with nonverbal learning disabilities syndrome. Nonverbal learning disabilities NLD will be addressed as to what is NLD and what students are usually have. This will be an overview of how to not only identify students with NLD but how to assists students with NLB. This paper will go over important strategies and inventions that will help students with NLD. NLD has been around for fifteen years. NLD is a disorder that is not mentioned or heard a lot in education. This disorder is mentioned in medical and psychological literature. In this paper the author will discuss the issues of NLD and why educators should ignore the characterizes and signs of this disorder. Research will show that this disorder could have come from variety of neurological and development conditions. This could have happened either from a brain injury, untreated disease, or Asperger syndrome. There are strategies to help students that suffer from NLD. NLD is a poorly understood disorder it is a disorder that can be not only be understood but can be helped. With the strategies and inventions that we will be going over in this paper will help students with NLD have a fighting chance. What is nonverbal learning disabilities? Students who have NLD usually show signs in strong verbal than perceptual cognitive skills, weak pyschomotor, deficiency in math, difficulty in complex tasks and social deficits. Students with NLD do better when information is given to them verbally than shown to them visually. This student can process the information better when the information is being given to them orally. When this type of student is receiving the information visually the student is unable to receive it cognitively. Where as the information is being given to them verbally then the information will process properly because this student has a strong verbal process. Weak pyschomotor is another trait that students with NLD have(Telzrow & Bonar, 2002). These students usually show signs in having a hard time with playing certain games such as skipping rope or riding a bike. NLD students have a hard time with life skill tasks such as dressing themselves and other self care skills. Deficiency in math is another area that students with NLD have a problem with. Students with NLD usually do well in reading and spelling but math is a huge hurdle they have to accomplish. The symbols and procedures in math are a hard concept for students who have NLD to understand. Difficulty in complex tasks are another problem for students with NLD. These students have a hard time in social setting because of this problem. They usually demonstrate that they have a hard time with problem solving. The problem solving skills also effects poor judgment skills. These students are very impulsive with their behavior and do not have a sense of personal space. A student with NLD has a hard time verbally communicating what the problem is and how to explain what they really meant or need(Telzrow & Bonar, 2002).. Students with NLD can get the help they need. If a student with NLD has problems with psychomotor there are things in the classroom to help students with this problem. If the student has an issue finishing a writing task then you can give the student extra time to finish the writing task. If the student has a real issue with writing and the student is good a typing then you can let the student type instead of writing. Another way to help students with psychomotor is to give a them a multiple test instead then an essay test. Teachers need to make sure that lectures don’t have that many note taking tasks. These are a few strategies to help and relieve stress for students with psychomotor problems(Telzrow & Bonar, 2002).. It is important for these students to focus on learning and not be stressed out about tasks that they can not complete. Teachers can use these strategies for students that have deficiency in math. Students that have a deficiency in math can use manipulatives to help these students. One way example of a manipulative that a student can use is a calculator. Using a calculator can help students do math problems and learn how to to add, subtract or multiply. Having students memorizing additions problems, subtracting problems and multiplication problems. Direct instruction on math on step by step with verbal instruction. Showing students one on one instruction on math concepts and checking strategies to help students get better and confidence in math(Telzrow & Bonar, 2002). Students with NLD have issues with problem solving skills. These students need to focus on various social situations. One good way for these students to learn problem solving skills is to role play. Role play is a good way to show students examples of problems that arise in certain situations. By role playing students are able to learn how to take action on their own and to also build confidence(Telzrow & Bonar, 2002). The more practice in role play the more the student is to learn how to do the problem solving on their own. Another way to learn problem solving skills is to set rules for these student to follow. Setting rules will help students learn what is appropriate and what is not appropriate. This will help set guidelines for student to follow and learn in the process. Social skills are another issue that students with NLD. Role playing is very important for these students to learn from. These students need direct instruction on how to make appropriate eye contact, how to greet others and to learn other appropriate social skills. It is also important for these students to learn how to make and keep friends. It is also important for these students to learn how to act appropriately act in a work setting. If these students want to succeed in life learning how to act in a working environment is key. Learning how to behave appropriately in a work setting will help them keep a job and live a successful independent life. The last issue that a student with NLD usually deals with is psychosocial adjustment problems. These students need to learn how to control impulsive behavior and inattention. Students that have a hard time with dealing with this issues and need to learn how to self-monitor themselves. NLD students need to learn how to slow down and be aware of what they are doing instead of just reacting(Telzrow & Bonar, 2002). Another problem these students have is not thinking for speaking. These students need to learn ways to think about what they want to say before just saying it. Students that display these issues need to learn relaxation skills to help reduce anxiety.  These students need to learn how to ask for breaks or help when they are feeling stressed out. The author has gone over what NLD symptoms and characteristics of what to look for in students that may be suffering fro this problem. The author has also gone over strategies to help students that have NLD. The strategies and methods that were mentioned are tools to not only help the students but to help the students learn the proper tools to help themselves outside the classroom. With any student that is having a hard time in school it is the teacher’s job to make sure that students needs are being met. Students that have NLD need strategies and methods to help them so they can focus less on their problems and more on learning(Telzrow & Bonar, 2002). By using strategies on students with NLD this will help these students learn the tools that they need to deal with the world around them. References Telzrow, C. F., & Bonar, A. M. (2002). Responding to students with nonverbal learning disabilities. Teaching Exceptional Children, 34(6), 8-13.