Definition Of Industry And Porter Economics Essay

Definition Of Industry And Porter Economics Essay This chapter presents a basic explanation of how the pharmaceutical industry will be defined and which models will be used to analyse it. 2.1 Definition of Industry The most important definition of industry was given by Michael Porter in 1979: a group of competitors producing substitutes that are close enough that the behavior of any firm affects each of the others either directly or indirectly.  [1]  Later, Porter defined the term more precisely as a group of companies offering products or services that are close substitutes for each other, that is, products or services that satisfy the same basic customers needs.  [2]  This new definition emphasizes the importance of industry borders and industrys role as a market supplier or producer of goods and services, as distinguished from a market, defined as a consumer of goods and services. Furthermore, inside every industry there are groups of companies that follow similar strategies, defined by Michael S. Hunt in his unpublished 1972 Ph.D. dissertation as strategic groups.  [3]  Between these groups there are differences in entry barriers, bargaining power with buyers and suppliers and skills and resources  [4]  . Strategic groups compete against each other within the industry as a result of these differences. 2.2 Models to Analyze the Industry and Its Environment The literature agrees that comprehension of the industry structure is essential to developing a firms strategy and has a greater effect on the firms performance than whether it is business-specific or corporate-parent.  [5]  The comprehension of the structure requires analyses of the industrys life cycle. It also requires step-by-step political, legal, technological, social and economic analyses as well as the five driving forces of business, provided by Michael Porter. By utilizing these analysis techniques, it is also possible to anticipate changes in industry competition and profitability over time. 2.2.1 Industry Life Cycle Analysis During its development an industry passes through different phases, each characterized by a different environment that obliges competition to assume different forms. Through studying the life cycle, the industry realizes its stake in the market and its influence on consumers. The industry life cycle model includes four different phases: introduction, growth, maturity and decline.  [6]   The introductory phase is characterized by low demand, resulting in higher prices as a consequence of the firms inability to realize economies of scale. This situation gives rise to low profit margins and losses are expected due to substantial investments in new categories. Market penetration may be obstructed by a lack of technologies and competencies. Strategy is focused mainly on RD and production, with the goal of enhancing novelty and quality. Competitors, attracted by the rising demand, attempt to replicate the new product.  [7]   In the second phase, growth, the use of the product is extended, demand grows, prices decline due to economies of scale, barriers to entry are lower and the threat of new entry is high. At this phase the technology is usually not exclusive property of one or more firms, and the primary reaction to competition is marketing expenditure and initiatives; profits are not very high because prices decline as competitors enter the market. There is a transition period, or shakeout, between the second and the third phases. The shakeout involves finding and using all investment opportunities, because the market is near saturation and demand grows more slowly.  [8]   In the third phase, maturity, market growth is low or nonexistent, and the focus shifts to gaining market share; demand is represented only by the substitution of products, investment in RD decreases and there is little innovation. In this phase firms seek cost reductions, and competition is based primarily on advertising and quality because of the low differentiation between products. Big firms acquire smaller players, while others are forced to exit. As a conseguence of high barrier to entry, the threat of new entrants are low.  [9]   The last phase is decline, so called because of the continued decline in demand. Industries arrive at this stage for a variety of reasons. These include a change in social behaviors, demographic changes, international competition, technological innovations and increased customer knowledge. The buying process is based primarily on price rather than innovation. As a result, profit and revenues decline, and the industry as a whole may be supplanted.  [10]   2.2.2 PEST Analysis The term PEST is an acronym of several factors Political, Economic, Social and Technological that influence business activities at any given moment. Due to the fact that each aspect may have an independent impact on the industry, it is essential that each be individually identified and analyzed through the PEST Analysis.  [11]   The political aspect of analysis encompasses various factors that influence business activities in a given country at several levels: national, subnational and supranational levels.  [12]  These include trade policies control imports, exports and international business partners, government ownership of industry, attitude toward monopolies and competition and trade policies. Hence, failure to consider these policies may result in loss of revenue due to taxes or penalty fees. Government stability is also very important, because it eradicates the risks associated with wars and conflicts. For an industry to thrive, political stability must be uncompromised; otherwise, sales and business activities will be uncertain, and investors will lose interest. The internal political issues in any country influence the running of industries. Politics based on race or religion may define the course for certain industries, especially if an industry falls short of political expectations. Elections and changes in leadership also influence an industrys strengths and opportunities and thus should be considered during the analysis. In addition to internal issues, international pressures and influences may affect some industries, such as environmental degradation or product safety. Another factor is terrorism. Though uncommon in many countries, poor or unstable governance may attract terrorist activities, vengeful or otherwise, which can have adverse effects on the industries operating in that country. All these issues may stunt industrial growth and discourage stakeholders from making significant investments.  [13]   The economic aspect of analysis includes many factors. The first factor to consider is the current economic situation and trends in the country in which the industry is based. Companies should note inflation and economic decline so that when it comes to investing, they can avoid being financially affected. Failure to do this results in an economically blind platform that may cause the industrys sudden collapse. Another factor to consider in analysis is taxation rates. When there are high taxation rates in a given country, price-based competition may affect a given industry in the international market. International economic trends are also very important, because they define currency exchange rates, imports and exports. Other factors to consider are consumer expenditure and disposable income and, finally, legal issues, including all trade legislation in a given country and other legal regulations that inhibit or encourage expansion of business activities. Also to be considered are co nsumer protection laws, employment laws, environmental protection laws and quality standardization regulations. Law regulating industrial competition, market policies and guidelines also have a significant impact on the stability of industry and future expansion opportunity.  [14]   When considering the social aspect, factors including demographic changes, shifts in values and culture and changes in lifestyle are important to note so as to strategize on expansion and growth  [15]  . Certain factors, such as media and communities, influence an industrys growth and returns. Brand name and corporate image are also very important in influencing growth and returns since they shape customer loyalty and shareholder investment. The medias views on certain industrial products should be incorporated into the analysis, as should consumer attitudes and sensibility to green issues, that is, issues that affect the environment, energy consumption and waste and its disposal. A companys information systems and internal and external communications should also be analyzed to ensure that it keeps pace with its competitors. Other factors are the policies regulating education, health and distribution of income, all of which, in the long run, influence consumer use of products   [16]  . The technological aspect of analysis encompasses a variety of factors. In addition to developing technologies, all associated technologies, along with their innovation potentials, speed of change and adoption of new technology, should be analyzed for a proper evaluation of the industry. Other technological factors are transportation, waste management and online business. The level of expenditure on RD should also be considered in order to secure the industrys competitive position to prevent losses and collapse  [17]  . 2.2.3 Porters Five Competitive Forces Analysis Porters model, as described by Kay, is an evolution of the Structure-Conduct-Performance paradigm conceived by Edward Mason at Harvard University in the 1930s and detailed by Scherer in the 1980s.  [18]  ,  [19]  The model aims to determine the intensity of industry competition, major issues in determining strategy and whether an industry is attractive or not.  [20]  Porter identified five competitive forces that act on an industry and its environment: threat of entry, intensity of rivalry among existing competitors, threat of substitutes, bargaining power of buyers and bargaining power of suppliers.  [21]   The first competitive force, threat of entry, refers to the threat of new entrants in an established industry or acquisition to gain market share. Reactions of participants and barriers to entry are the main factors used to establish whether the threat is high or low. Six major entry barriers have been identified: capital required to compete in the industry (especially in risky industry, such as advertising or RD) switching costs access to distribution channels economies of scale cost disadvantages independent of scale, such as patents, access to know-how, access to limited resources, favorable locations, government subsidies or policies and learning or experience curves product differentiation expected retaliation from existing firms against the new entrants Strong barriers to the entry of new firms enable a few firms to dominate the market and thereby influence prices. The second force is intensity of rivalry among existing competitors. Rivalry takes place when one or more firms inside an industry try to improve their position using tactics such as price competition, new product introduction or new services. Rivalry depends on several factors: number and size of competitors, industry growth, product characteristics (which determine whether the rivalry is based on price or differentiation), cost structure, exit barriers, diverse competitors, operative capacity and high strategic stakes. If an industry is inhibited, then firms will experience difficulties when trying to expand. The growth of foreign competition and the corporate stakes should also be included in the analysis. Threat of substitutes is the third forces. Substitutes are those products manufactured by other industries but serving the same purposes as the initial product. These substitute products cause the demand to decline. The implications are reduced profits and reduced market command by the original capital investor. This is of particular importance when the buyer has no switching costs and can easily compare products in terms of price and efficiency. Bargaining power of buyers is the fourth force. High bargaining power positions weak firms inside the industry, forcing price down, enhancing competition between industry players and resulting in bargaining for higher quality or services. This power is particularly high under certain conditions, such as few and specific buyers, undifferentiated products, low switching costs, the possibility of backward integration and information about demand and the availability of market price to the buyers. Furthermore, bargaining power is high if product quality is not a crucial factor of decision-making and if what the buyer is acquiring is a modest fraction of his total costs. Bargaining power is even higher when the buyer is a retailer or a wholesaler able to influence the consumers purchasing decision. The fifth and last force is the bargaining power of suppliers. This can act on the industry in several ways: raising prices, lowering quality or privileging some buyers. Supplier power can be divided into several elements. One of these elements is supplier concentration. Suppliers are in a stronger position when there are few suppliers, switching costs are high, the industry they are serving account for a small fraction of their business or their products are an important part of the buyers business. The bargaining power of suppliers is low or nonexistent when there are substitute products. Lastly, purchase volume and the suppliers influence on cost are very important.

Neo Realism Of Pather Panchali Film Studies Essay

Neo Realism Of Pather Panchali Film Studies Essay The Bengali feature film Pather Panchali or Song of The Road in English was directed by Satyajit Ray and released in 1955. It was considered a landmark in the field of Indian as well as world cinema. Although it was director Rays debut effort it went on to win critical and popular acclaim from all around the world. The path breaking movie was also instrumental in winning the Best Human Document award at the Cannes Film Festival of 1956. Satyajit Ray had his first truck with neo-realism as far back as 1949, when Jean Renoir the famous director from France came to Calcutta to make the film The River. The neo-realistic influence that is apparent in most of his movies came from this association with the famed movie maker as also from the neo-realistic propensities of the then prevailing Italian cinema (Ruberto. L, Wilson. E Kristi. M 2007). Ray happened to take the famous director to various potential locations in the Bengal countryside. Later he went to London on official business. During the short time he was in London, Ray saw myriads of movies and seeing the film Bicycle Thieves made so profound an impression on him that he decided to be a movie maker, then and there (Robinson, 2003). Pather Panchali is considered to be neo-realist in its implications. The main reason for describing the movie as neo-realistic was the fact that it was filmed not long after the II World War when neo-realism held sway in most of Europe. What made the critics tack the label of neo-realism to Rays movie? Ray chose mostly natural locations while shooting Pather Panchali. He wanted the backdrop of each shot to speak for itself. Also, he totally refrained from the artificially exaggerated practices and gestures of the popular cinema prevailing in India. The movie is said to have amply demonstrated some affiliations with the traditions narration, representation as well as musical address prevailing in earlier times in an effort to articulate in an Indian identity of the day following independence (Vasudevan, 2000). In an attempt to dissociate himself and his creations from the commercial movies emanating from Bollywood, Satyajit Ray stated, The differences appear to emerge from evaluating the status of the narrative form through which the real would be articulated, through what means of representation, styles of acting, aesthetic strategies the real would be invoked. Here the popular compendium studio shooting, melodramatic, externalized forms for the representation of character psychol ogy, non- or intermittently continuous forms of cutting, diversionary story lines, performance sequences was not acceptable within the emergent artistic canon, for they undermined plausibility and a desirable regime of verisimilitude (Ray, 1976). Pather Panchali possessed all the essential characteristics of neo-realism as proposed by the great Italian movie maker Zabattini. The neo-realistic theory lays down the dictum that the filmmaker should not ever impose his own individual interpretation on the movie that he is making and should always remain a passive observer of the reality that he happens to be creating. It does not matter whether he is depicting misery or prosperity, the movie maker should always uphold the utmost objectivity, by subordinating logic to action at all times. Although, even the staunchest of the neo-realists were utterly unable to attain such total objectivity for the simple reason that the subjective element always had a tendency to creep into any artistic creation, they never stopped from trying to achieve it. The same thing holds true for Satyajit Ray when he made his debut film Pather Panchali. In fact Ray was virtually unable to keep the subjective element out of his movie. But he never made comments on his actions, characters or situations. He never pitches hints at his audience and never tells them just what to think and feel. At the same time he was not at all apprehensive about taking the appropriate stances. This is because he was predisposed not to his characters but to the drama of life itself. He had his own ways to suffuse life on to the screen in order to impart a shimmer of hope to all his characters. Pather Panchali and Bollywood movies : A contrast Bollywood movies are a far cry from the realism and objectivity of Rays movies When comparing and contrasting a Satyajit Ray movie to any Bollywood movie, there is nothing much to compare but there is a lot to contrast. The only factor a movie like Pather Panchali has in common with a Bollywood movie is that both are shot in India and is about life in India. The similarity ends there. While Rays movies are predominantly realistic, there is nothing even remotely realistic about Bollywood films. To make matters worse, Satyajit Rays art films received their due recognition from the cognoscenti and welcomed with open hands within the ambit of world cinema. Evidently, Rays movies were in stark contrast to the populist fare dished out to the masses. This further discouraged any scholarly discussion of Bollywood movies within cinematic and media study circles. Madhava Prasad (2003) a film scholar wonders about the significance of the term Bollywood (2003). It might be that being imitative Bollywood cinema needs to be rechristened to emphasize this derivativeness. In another context, Gokulsingh et al states that whereas Hollywood filmmakers strove to conceal the constructed nature of their work so that the realistic narrative was wholly dominant, Indian filmmakers made no attempt to conceal the fact that what was shown on the screen was a creation, an illusion, a fiction. Genre While movies like Pather Panchali comes under the genre of art cinema or parallel cinema, Bollywood movies come under the genre of Masala meaning a mixture of hot spices. The main characteristic of the Masala genre is the song and dance sequences, a critical factor in defining the particular genre. But audiences that invest social realism into cinema find it difficult to accept the genre as they are extraneous constructions of the real (Dudrah, 2002). It might be interesting to note that the term Bollywood does not signify Indian cinema as a whole but is confined to those movies emanating from Mumbai, the erstwhile Bombay (Corliss, 1996). Budget Any film begins with a budget which in turn necessitates financial backing. Another factor that delineates Pather Panchali and Bollywood movies is the matter of budgeting. Pather Panchali was shot with the meager budget of $3000 while Bollywood spends incredible amounts to make musical extravaganzas. Even a single dance scene from a Bollywood movie costs tens of thousands of dollars. Satyajit Ray could not afford even what to a Bollywood producer is an insignificant sum. The government of Rays home state contributed the lions share of the production costs of Pather Panchali. This never happens with Bollywood films. Film distributors around India are standing ready to advance princely amounts of cash to a masala movie emanating from Bolllywood. Monroe Wheeler, the then head of the prestigious Museum of Modern Art was greatly impressed with high levels of quality prevalent in Pather Panchali although what he saw at the time of his visit to Calcutta in 1954 was an incomplete footage. La ter Wheeler asked John Huston, the American movie director who was on a visit to Calcutta to look into the progress Rays debut movie. At Hustons favorable feedback, the Museum of Modern Art provided Ray with additional funds. Still three years had elapsed before the movie went into post-production (Mehta, 1998). Screenplay The screenplay for Pather Panchali was based on the Bengali novel of the same title by the popular novelist Bibhutibhushan Bandopadhyay. The novel was about the simple lives of people inhabiting the Bengal countryside of the period. Such a theme is generally anathema to Bollywood directors. Again, the scripts of Bollywood movies tend to be involved, complicated and resemble the pieces of a jigsaw puzzle that somehow come together at the very end. In contrast Pather Panchali did not have even a whole script (Robinson, 2003) as it was solely based on Rays notes and drawings. His theme was simple enough with seemingly random sequences of trivial as well as significant sequences pieced together, a practice that is foreign to the mindset of Bollywood movie directors. Rather than dishing out a fare to assist the moviegoers to escape from the harsh realities of life even it is for a few hours as is the case with Bollywood movies, Ray wanted the script à ¢Ã¢â€š ¬Ã‚ ¦to retain some of the ra mbling quality of the novel because that in itself contained a clue to the feel of authenticity: life in a poor Bengali village does ramble (Ray, 1976). Quite unlike a Satyajit Ray movie, a bollywood film is replete with a plot that is extremely melodramatic in its connotations. Most of such movies follow a regular formula with ingredients that is often mindblogging to a serious movie goer. Such formulae is replete with love triangles, family ties, irate parents, corrupt politicians, conniving villains, kidnappers, golden hearted prostitutes, siblings long lost, sudden reversals of fortune, impossible coincidences and what not. Musical score The musical score consisting of Pather Panchali was prepared by the sitar maestro Ravi Shankar who at that time was at the initial stage of his musical development (Lavezzoli 2006). The background score, in the best tradition of Indian classical music, was something that was truly plaintive and exhilarating (Hoberman, 1995). A sound track that was based on the ragas of classical music and did not contain any songs to portray dance sequences was singularly at variance with the inane capers of Bollywood and something that was happening for the first time in the annals of Indian cinema. A Bollywood movie is an epitome of mediocrity with nothing to relate it with life as lived in India. The main emphasis is on musicals consisting of catchy tunes and words accompanied by a series of song-and-dance sequences. Even the theatricl trailers made to promote a movie have their emphasis on song and dance scenes The standard of a movie is based on mainly on the quality of the songs it features. In fact one major factor of movie promotion with Indian commercial movies in general is to release the songs that a movie contains far ahead of its release. A Satyajit Ray movie appeals to the filmgoer for the aesethetic sense it imparts. To see Pather Panchali was to have what MSN Carta defined as a cerebral experience (MSN Encarta).To understand such films the audience should have a sound notion of what a true movie should be as also expect them to be of a high standard. But it is not at all so in the case of Bollywood movies. Plagiarism in Bollywood Movies Bollywood script writers and music composers have a tendency to plagiarize from western sources and from Bengali and Malayalam movies of India which are of a comparatively high standard. Plot lines, ideas, tunes as well as riffs are fair game for Bollywood (Ayres Oldenburg, 2005). In the past Bollywood could get away with impunity as the movies were largely unknown to non-Indian viewers with the result that none had the faintest notion that ones materials was beeing plagiarized (Dudrah, 2002). Well known Bollywood Director Vikram Bhatt put it succinctly when he remarked Financially, I would be more secure knowing that a particular piece of work has already done well at the box office. Copying is endemic everywhere in India. Our TV shows are adaptations of American programmes. We want their films, their cars, their planes, their diet cokes and also their attitude. The American way of life is creeping into our culture. and also If you hide the source, youre a genius. Theres no such th ing as originality in the creative sphere. However some copyright violations were indeed resulted in litigation. For instance the Bollywood movies Zinda in 2005 and Partner in 2007 were taken to court for having plagiarized from the Hollywood movies Oldboy and Hitch respectively. Accolades Another point to note is that Rays films remains an important part of world cinema and he has received more accolade than any other Indian moviemaker. Noted critic Basil Wright made this comment after viewing Pather Panchali for the first time: I have never forgotten the private projection room at the British Film Institute during which I experienced the shock of recognition and excitement when, unexpectedly, one is suddenly exposed to a new and incontrovertible work of art (Chapman, 2003). For instance the noted film critic Constantine Santas opined that Ray developed a distinctive style of film-making (Santas, 2002). Moti Gokulsing and Wimal Dissanayake stated that the basis of Rays works is comprised of strong humanism and visual lyricism (Gokulsing Dissanayake, 2004). Roy had the singular honor of establishing himself as an auteur of cinema with his very first movie (Santas 2002). In contrast no Bollywood film has ever won an international award, won any critical claim or even special mention from anywhere in the world except in those pulp magazines singing paeans to the movie moguls of Bollywood and their mediocre creations; this in spite of the fact that Bollywood churns out more movies per annum than any other country in the world. Although Bollywood movies are immensely popular with India and Indians living abroad, many South Asians eye them with derision labeling them as maudlin and unrealistic. To quote Edward Johnsons aside as he was commenting on the film posters of Bollywood movies, Indian cinema has a reputation in the West founded more on myth than reality. Art directors such as Satyajit Ray are given fulsome praise whilst the majority of commercial cinema receives nothing but ridicule and the entire industry is pilloried as specious drossà ¢Ã¢â€š ¬Ã‚ ¦(Johnson, 1987:2). Even scholarship in India which, at times, was dismissive of popular films as Technicolor fantasies catering to the masses. To them Bollywood movies were characterized by dance and music, melodramatic content, lavish production procedures and over emphasis on spectacles and stars. And this is why Bollywood films have attained box-office success and raving audiences within India as also globally and not because of aesthetic excellence or on any grounds of merit. . The evolution of Bollywood Cinema with its constant interruptions of dance and song sequences is cited as a critical feature distinguishing it from other cinemas (Gopalan 2002); it is often also cited as an impediment to serious cinema as well Bollywood apologists complain that their movies are evaluated in the glum shadow of European cinematic forms, epistemologies and aesthetics and that in the confines of these rubrics Bollywood movies become poor imitations of art, exhibiting a total lack of realism of any sort and so remain shallow spectacles of fanatastic settings and music. Conclusion In the latter half of the 20th century filmmakers as well as screen writers of a serious mien became frustrated with the then prevailing musical movies. They wanted to reverse this trend and take the Indian movie to a higher and saner realm. They wanted to develop an altogether new genre of movies that portrayed reality from an aesthetic perspective (Roy, 2008) and not mediocre escapist fare. The pioneering efforts of Satyajit Roy gave birth to a number of highly aesthetic and unforgettable movies from avant garde directors like Mrinal Sen, Adoor Gopalakrishnan, Shyam Benegal and Girish Kasaravalli. And while it lasted no good thing lasts for long it was a real relief from the artifice universally distributed from the gaudy sets of Bollywood.

Computers and Health :: Medicine Biology Technology Essays

Computers and Health Computers can be responsible for a number of diseases, such as: eye strains, wrist injuries, back problems, stomach ulcers or mental collapse. Not so long ago was it thought that computers, which could perform calculations and process data with high speed and complete accuracy, would free up humans to only work 3-4 hours a day. But now, humans are working harder than ever. Stress Stress is often a major sector of work related illness. Simply the though of computers can cause stress in some people. It is also stressful: * To be asked to complete a task, which is new to you and you are not sure that you will be able to cope with it; * To know you have more work to do, than you can finish, in the available time; * To have too little work to do and to be bored all day. The introduction of computers into the workplace can have harmful effects on the well beings of information workers at many different levels in an organisation. For example: * Some companies monitor their employees output. This can often increase stress levels. Symptoms include headaches, sleeplessness and stomach ulcers.) * Many peoples fare afraid of computers and fear that the will not learn new skills, or that their position of seniority will be undermined by computer 'whizz-kids'. * It can be almost impossible for people to get away from office work due to mobile, pagers laptop computers and modems. * 'Information overload' means that managers are often bombarded with more information than they can actually take-in. Repetitive Strain Injury (RSI) These are the disorders affecting the neck, shoulders and upper limbs. It can result in numbness or tingling in the arms and hands, aching and stiffness in the arm, neck and shoulders, and an inability to lift objects. Some sufferers cannot even pour a cup of tea with out experiencing extreme pain. Eyestrain Computer users are prone to eyestrain due to long hours in front of a screen. There is no evidence that a computer can cause permanent damage to eyes, but glare, improper lighting, improper corrected vision and poor work practices all contribute to temporary eyestrain. Extremely Low Frequency (ELF) Radiation In normal day life we are exposed to ELF from sources such as, electricity from the mains, sunshine, fire, earths own magnetic field and computers. Studies have been carried out to investigate if there is a distinct link between miscarriages and ELF emitted by computers. Studies have vaguely showed that long hours spent at a VDU in the first trimester of pregnancy, has played a part in the leading to miscarriages. Computers, Health and the Law 'The Health and Safety Regulations of 1992' reads as follows:

The Significance of International Sports Essay -- essays research pape

The Significance of International Sports International sporting events have become somewhat of a staple in today’s society, whether it be the Olympics, the World Cup, or exhibition games between the New York Yankees and the Tokyo Giants. These competitions generally bring out high spirits and intense enthusiasm. Most people envision sports as childhood pastimes, played for fun and recreation. However, in a lot of cases, international sporting events mean more than just the game or event themselves because they inspire nationalism and patriotism. The patriotism and nationalism that these events inspire, however, is not always positive and can sometimes â€Å"legitimize† superiority claims or inspire anti-foreign sentiment. In 1936, the summer Olympics took place in Germany, where at the time dictator Adolph Hitler was claiming that the Germans were a master race and he would surely be proven right in the Olympic games where the Germans would obviously win every gold medal because they were so superior. Jesse Owens and other incredible African-American and Jewish athletes proved Hitler wrong. Owens persevered to capture four gold medals in the 1936 Olympics; in the 100-meters sprint, the 200-meter sprint, the long jump and the 400-meter relay, breaking two Olympic records and one world record. Jesse Owens’s record for the long jump set in the 1936 Olympics stood for twenty-five years. The German spectators gave Owens a very large standing ovation. In the unofficial point system drawn up by the American Olympic Committee the American male track and field team scored 203 points. Owens, amazingly, scored 40 points by himself, almost two-thirds the total of the entire German track and field team. Whe n Jesse Owens made his triumphant return to the United States, he was honored and celebrated with a New York ticker tape parade, and awarded many honors. Even though the United States was not yet at war with Nazi Germany, the people knew of Hitler’s white supremacy policy, but did not interfere with it because the citizens were extremely bent towards isolationism following the first World War and the Great Depression. Owens’s triumphs in the 1936 Olympics lifted the spirits of the American people who were still greatly battling the Great Depression. Owens was turned into a national icon and political figure, and reportedly received 10,000 dollars to endorse Republican can... ...kout." The Sporting News 10 Feb. 1999. 2 May 2004 . ."Iran Tops US 2-1." cnnsi.com. 22 June 1998. 2 May 2004 . ."Iran Tops US 2-1." cnnsi.com. 22 June 1998. 2 May 2004 . ."Iran Tops US 2-1." cnnsi.com. 22 June 1998. 2 May 2004 . .Blum, Ronald. "Yankees gain revenge on Devil Rays with 12-1 rout." USA Today 31 Mar. 2004, Natl ed. 2 May 2004 . .Gallagher, Jack. "Valentine, Marines set sail again." The Japan Times 30 Mar. 2004. 2 May 2004 . .Gallagher, Jack. "Valentine, Marines set sail again." The Japan Times 30 Mar. 2004. 2 May 2004 . .Bedean, Michael. "Why they call it a Miracle." espn.com. 23 Feb. 2004. 2 May 2004 . .Bedean, Michael. "Why they call it a Miracle." espn.com. 23 Feb. 2004. 2 May 2004 . .Bedean, Michael. "Why they call it a Miracle." espn.com. 23 Feb. 2004. 2 May 2004 . .Flipse, Scott. "How I learned to love the Olympics." The Observer 26 Feb. 2002. 2 May 2004 . .Flipse, Scott. "How I learned to love the Olympics." The Observer 26 Feb. 2002. 2 May 2004 . 23. "Ronald Reagan’s Berlin Wall Speech." usa-patriotism. 2 May 2004 .

How do you respond to Shakespeare’s presentation Essay

The theme of fathers and sons, and responsibilities and obligations placed on sons, by fathers, is arguably one of the more important themes in the play. Shakespeare puts forward three main interpretations of father and son relationships, and each brings out interesting viewpoints about responsibilities and obligations for the reader. The first father and son relationship that Shakespeare presents is that of Hamlet and his father, old Hamlet. In the encounter between Hamlet and the ghost of his father, Hamlet has the ‘responsibility’ of revenge thrust upon him, and he cannot reject it, List, list, O, list! If thou didst ever thy dear father love – If thou hast nature in thee, bear it not. Shakespeare presents old Hamlet as being pathetic and incapable of avenging himself. The ghost, therefore, does not incite Hamlet’s initiative by instilling fear in him, but rather through putting him in a guilt-trap, making Hamlet feel that he is somehow obliged to carry out the vengeful murder in place of his father, as the ghost cannot attend to it himself. In my opinion, this action, on the part of the ghost, was the ‘final push’ that caused Hamlet to fall into his apparent madness. Hamlet was obviously moved by the ghost’s words. And thy commandment all alone shall live Within the book and volume of my brain, Unmixed with baser matter. This was very largely unfair of the ghost of his father, on Hamlet, enthusiastic though he seemed at first. It placed an unnaturally large amount of pressure on Hamlet, having to commit such a daunting act, however justified it may have seemed. Shakespeare emphasizes the effect of this action in Hamlet’s life, in the many incidences and soliloquy’s where Hamlet just muses, thinks the situation out and talks about it, but can never bring himself to actually do anything about the revenge. In the relationship of Laertes and Polonius, there is not so much responsibility placed on Laertes by Polonius, as there is nagging and nitpicking about the way that Laertes should present himself and the way he should live his life when he is overseas. In this sense, the ‘responsibilities’ being placed on Laertes are those of keeping in his father’s will and rule, and maintaining a good name for himself. At the point in the play, in act I. 3, Polonius is displayed by Shakespeare as just another normal father, or maybe more appropriately, a mother, who is proud of his son, but needs to remind him to keep a good image all the same. This ‘bestowing’ of responsibility can be considered to be only natural for any father to do. However, in act II. 1, we see that Polonius is actually quite obsessed with the idea that his son might bring shame to Polonius, and goes to the extents of sending a spy keep a watch on Laertes, and even ‘muddy’ his name, so that he does not get too comfortable. But breath his faults so quaintly that they may seem The taints of liberty, the flash and outbreak of a fiery Mind ‘I saw him enter a house of sale’, Videlicet, a brothel, or so forth. Polonius even goes to extents of ‘dishonouring’ so that he may retain his own honour, which is a rather strange sense of logic. In this sense, it can be said that Polonius places responsibility on his son just to save himself any possible shame. This is rather selfish on the part of Polonius, but it is in accordance with Shakespeare’s illustration of Polonius’s character as being that of a conniving, scheming, slightly evil old man that you might feel sorry for. In the relationship of young Fortinbras and his foster-father, or father-figure, old Norway, we see, again, a ‘normal’ attitude of a parent toward their child. When Fortinbras’s plans for an attack on Claudius’s realm are found out by Norway, he immediately admonishes the impetuous firebrand of a youth and prevents him from doing so. When Fortinbras indicates that he doesn’t actually want to go along with the attack, Norway forgives him and even allows him to come to Denmark on peaceful terms. In this sense, old Norway is teaching Fortinbras the responsibility of thinking clearly and not acting rashly or whimsically. On the whole, Shakespeare presents the responsibilities and obligations placed on the sons, by their fathers, in Hamlet, as ways for the fathers to get what they want. In the case of Hamlet and the ghost, it is for the ghost’s want of revenge and justice for a ‘murder most foul’, without much thought as to the effects of the deed, and even the contemplation of the deed, in the case of Hamlet, on him. In the case of Laertes and Polonius, it is a selfish and unwarranted want to save his own face from any shame that Laertes need not necessarily have caused in the first place. In the case of Norway and Fortinbras, it is the want to maintain good diplomatic relations and the prevention of unnecessary quarrels. In all cases except the diplomatic one, the fathers in question were rather selfish and self-centered in thinking of ways to get their sons to do their bidding. In the case of Norway and Fortinbras, it was done for diplomatic reasons, but it was still to save the bed-ridden Norway’s old skin. This gives a rather negative impression of father figures and what they tell their children to do. Possibly, Shakespeare chose to illustrate these aspects of fatherhood the way that he did because it was his own interpretation of ‘responsibilities and obligations’ set down by fathers, maybe drawn from his own bad experiences with his own father during his younger days. Hamlet, as a play, could be then seen to be a Shakespearean ‘self-help’ guide on â€Å"How to know what is right to do as a father by knowing what is wrong to do as a father†, and it could have been a lesson to all the bad fathers out there who use manipulate their sons as they would a mindless henchman.

The History and Colonization of Libya and it’sIndependence

nighwhat ninety percent of Libya is roofed with abdicate. That desert is mostly the vast Sahara Desert the worlds largest heated desert. Although most of the region is very barren, Libyas Union border is a stunning sailplaningline. Its healthy, delicious fields and beautiful b from each onees extend on the Mediterranean Sea for approximately a thousand miles. Phoenician sailors, who are without delay located in the area straight off named Lebanon, strengthened ports on Libyas Mediterranean coast in Tripolitania beginning in 1300 B. C.Their vessels were constructed from cedarwood trees, which they exercisingd to sail across the Mediterranean transforming them into some of the greatest batchrs of their time. Phoenicians sailors had a divergent reason for establishing ports than then the usual economic gains. The reason for them establishing ports was because they wanted places along their trade highroad from Phoenicia to Spain where their cedar vessels could dock. Even though the Phoenicians continued doing this, they did little to take eachwhere the area. What the Phoenicians did do was establish the city of Carthage, which was in todays Tunisia.By themselves, Carthage grew into a prosperous harbor and became an autonomous former with no do. Carthage built up a burly military force and soon Carthaginians started ruling areas interchangeable Tripolitania. Unlike the Phoenicians, the Carthaginians established numerous colonies, which they command with force. The Libyans disliked the Carthaginians due to the circumstance that the rulers stipulated that the Libyans welcome to give up to half of their crops each season and how the Carthaginians sacrificed their own first-born children to their implacable gods (Isichei 161).The Libyans entrap that despicable and appalling. Carthage was getting attacked by capital of Italy and battling went on and off for more than a hundred years. Finally, Rome defeated Carthage in 146 B. C. In 146 B. C. ro man letterss gained falsify all over the Carthaginian Empire. The Roman Empire used Tripolitanias coastal area as one of their master(prenominal) sources of grain and otherwise provisions. The classicals ruled Cyrenaica however it soon fell under Roman rule. The Greek stronghold was in Cyrenaica. Greek explorers and warriors constantly explored the region for centuries.First, they tried to use the area as a route to overrun Egypt. Later, Cyrenacia became an abundant Greek seek area. Seeing that no one had annex the only port in join Africa the Greeks took better management of the land. Now that the Romans were in power the region continued to beckon for several hundred years, and the inhabitants escalated. When the empire was maturation weaker, the Romans lost control of northeastern Africa. The adjacent groups in Libya were the Vandals, who came from an area that is promptly busy by Germany.Their minds were fascinated by northern Africas wealth, so they arrived in the area in about 435. Among the invaders, the Vandals made the first flagitious effort to settle in some of Libyas mountains and desert areas. But the nomadic plenty who resided in the regions frequently fought them off. The Vandals lost leave after about a degree Celsius of decree. When the Arabs arrived in 643, they brought the new religion of Islam with them. The multitude in the region quickly pick out Islam entirely they resisted Arab political rule.Within quad hundred years most multitude in Libya were Muslims. The Aghlabids were amongst the most thoughtful Muslim leaders of Libya the area was back in order, and reinstated the irrigation systems that the Romans left back, which brought opulence to the region from the supernumerary being produced. A minor colonisation was by Spain in 1510 when they captured Tripoli but soon the Ottoman Empire took over all of Libya. Like all the other groups that had invaded Libya, the Ottomans faced the resistance of the Libyan race.The Libyans were lofty and did non easily accept unusual rule (Willis 50). Throughout history, groups of Libyan rebels often tried to resist the invaders. Many of the adversary leaders had ties to a religious constitution called the Sansui Brotherhood. As the Ottomans lost grip of their colony, the Italians travel in. Italy had major reasons for colonizing Libya. First of all, Italy thought that if they had control over Tripoli, they would have greater avocation power in the Mediterranean Sea. in addition Italy just wanted to have the nip for having a colony in North Africa. Another major reason was the fact that the British already had control over Egypt and so Italy feared that France would seek after Libya. by and by months of engaging in warfare against the incursive Italian forces, the Ottomans finally gave up their colonise land of Libya in 1911. When Italy decided to go far WWI on the side of the allies, this move attenuated Italys grip on Libya in 1915 becau se they couldnt condense against the rebellions in Libya while trying to help the Allis win WWI.Some of the things they did to take over the rebellions was in 1917, when Italy signed a tranquility agreement with the leader of the Sanusi, Idris al-Sanusi, recognizing him as the emir of Cyrenaica (Miller 32-33). But when fascist dictator, Benito Mussolinis rose to power in Italy in 1922 he gave Italy its monomania to gain control over their colony once again. Libya was not finally freed from Italian rule until 1943, when Italy was crushed in WWII. aft(prenominal) the war, the UN decided that Libya should become a ingrained monarchy and in 1951 the Kingdom of Libya was officially formed.The issue assembly elected Libyas first king, Muhammad Idris al-Sanusi, who had been a leader of the Libyan resistance case against Italy. After decades of monarchy, Libyans are again contend for their independence and freedom even though they became independent in 1951. They are now in an int ernal struggle against a tyrannical government. The countrys dictator Muammar Gaddafi, once adore as a great colonel has promised not to leave his reign of terror until he dies. With the help of other countries the Libyan people are achieving the true freedom that every person in this world is authorise to.

Contex and Principles for Early Year Learning Essay

Question An modernistics report of the effectual status and principle of the germane(predicate) archeozoic eld Frame break away and wherefore the earlier year mannequins furiousnesse a individualised and separate uprise to eruditeness and ripening 1. 1 The statutory role model for the EYFS sets come to the fore the fountainhead-grounded requirements relating to tuition and realizement and the legal requirements relating to welf be. The EYFS mannikin has statutory impression by virtue of Section 44 of the infantc ar fiddle 2006. The EYFS is a fundamental part of the ten year baby bird c ar strategy Choice for p bents, the best(p) conk for sisterren and the landmark Child misgiving Act 2006.This Act, which regulates the sm both(prenominal)(prenominal)(prenominal) fry criminal maintenance in England, formalise the demand strategical role topical anesthetic political science hearten, by dint of and with a set of duties. These duties require a uthorities to coquette with their NHS and Jobcentre Plus partners to improve the outcomes of altogether(prenominal)(prenominal) sisterren up to 5 long cadence of ensure to pass up and abridge inequalities in the midst of them secure qualified nipperc ar for functional p arnts turn in a p arntal data service bequeath t individu all(a) in allying, advice and training for child c be addrs.The act overly lays out registration and inspection arrangements, providing for an integrated foster fester and c be frame hold out for the Early Years and general childc be registers. The sufficiency, entropy and outcomes duties came into effect on 1 April 2008 and the remain pro spates came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 defect 2012, for implementation from 1 September 2012. This is an intrinsic part of the presidential terms wider vision for families in the derriere eld.It demonstrates our commit ment to firing professionals from bureaucracy to concentrate on living children. Together with a much than flexible, bump archaeozoic raising entitlement and new silky inspection arrangements, this is a step towards a lighter touch regulatory regime. The Government will brood to explore to reduce burdens and remove unnecessary undersurfaceon and paperwork, which neutralize professionals ability to protect children and promote their reading. The new EYFS framework trifles a publication of improvements step-d give birth bureaucracy for professionals, simplifying the statutory sagaciousness of childrens cultivation at ripen fiver. Simplifying the study and development requirements by reducing the number of archeozoic randomness goals from 69 to 17. Stronger emphasis on the deuce-ace prime aras which argon more or less essential for childrens full-blooded development. These three beas be communication and wrangle physical and personal, loving and e motional development. For p bents, a new growth check at hop on cardinal on their childs development.This links with the Healthy Child review carried out by wellness visitors, so that children get rough(prenominal) redundant assume they strike before they protrude trail. Strengthening fusions surrounded by professionals and elevates, ensuring that the new framework works clear language. The Early Years autobiography (EYR) and the General Childcare Register (GCR) give up a regulatory framework for childcare under the act. Ofsted regulates the two registers the EYR for people caring for children age from birth to 31 venerable after their twenty percent birthday and the GCR for childcare over this age.The GCR has two parts the despotic part (for raisers of childcare for children aged five to s level(p)) and a voluntary part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis). The EYFS has re coiffed three precedent frameworks course Guidance for Foundation Stage, the Birth to terce Matters frameworks, and the National Standards for Under 8s Day-care and Child musical themeing. The EYFS is apt(p) legal force through an Order and Regulations hold back under the Act.From September 2008 it will be mandatory for apiece(prenominal) trains and primordial eld providers in Ofsted registered background signals pay heeded by youthfulness children that is children from birth to the end of the academic year in which a child has their fifth birthday. either be quantify days providers are required to graceful the EYFS requirements. From September 2008 it is the legal responsibility of these providers to tick off that their furnish meets the discipline and development requirements, and complies with the welfare regulations.The Early Years Foundation Stage 2012 (EYFS) sets the standards that all early age providers must meet to get word that children att end and develop well and are kept respectable and safe. It promotes t all(prenominal)ing and encyclopaedism to realize childrens teach quickness and gives children the broad range of knowledge and skills that provide the right groundwork for expert prospective construct through take and behavior. all child deserves the best possible experience in life and the raise that enables them to suffer their probable. Children develop quickly in the early age and a childs experiences amongst birth and age five fill a major wallop on their emerging life chances. A secure, safe and heart childhood is heavy in its suffer right. Good parenting and spicy persona early skill unitedly provide the nameation children need to contain the most of their abilities and talents as they grow up. The EYFS seeks to provide quality and consistency in all early years settings, so that all(prenominal) child makes good progress and no child gets left wing behind a secure readyat ion through information and development opportunities which are planned nearly the need and interests of each individual child and are assessed and reviewed regularly federation on the job(p) amidst practiti irs and with parents and/or carers equality of chance and anti-discriminatory send, ensuring that every child is included and supported. The EYFS specifies requirements for encyclopaedism and development and for safeguarding children and promoting their welfare.The learn and development requirements go forward the areas of encyclopaedism and development which must shape activities and experiences (educational programmes) for children in all early years settings the early encyclopedism goals that providers must facilitate children work towards (the knowledge, skills and go throughing children should devour at the end of the academic year in which they turn five) and assessment arrangements for measuring progress (and requirements for reporting to parents and /or carers). The safeguarding and welfare requirements grok the steps that providers must take to keep up children safe and promote their welfare.Four find out principles should shape practice in early years settings. These are every child is a whimsical child, who is constantly erudition and back end be resilient, overt, confident and self-assured children learn to be strong and single- knock overed through positive trans achievementhips children learn and develop well in enabling environss, in which their experiences do to their individual needs and at that place is a strong federation between practitioners and parents and/or carers and children develop and learn in diametrical ways and at variant rates.The framework covers the education and care of all children in early years provision, including children with modified educational needs and disabilities. The aim of the EYFS is to assistance spring chicken children achieve the five all(prenominal) Child Mat ters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contri scarceion, and achieving economic well-being by 1. setting the standards for the scholarship, development and care, ensuring that every child makes progress and that no child gets left behind. arouses, providers should sky differentiate attainment, development and care that enhances the development of the children in their care and gives those children the best possible suck up in life. any child should be supported severally to make progress at their have got pace and children who need extra support to fulfil their potential should receive limited fillation.All providers extradite an equally authoritative role to run into in childrens early years experiences and they eat up to ensure that the provision they deliver is both arrogate to children needs and complementary to the education and care provided in childs new(prenominal) settings. 2. providing for equality of opportun ity and anti-discriminatory practice and ensuring that every child is included and non deprived because of ethnicity, tillage or religion, radix language, family background, learning backbreakingies or disabilities, gender or ability.Practitioners should focus on each childs individual learning, development and care needs by removing or supportering to outmatch barriers for children, being alert to the early signs of needs that could lead to later difficulties and responding quickly and curbly, stretching and challenging children because all of them should eat the opportunity to experience an enjoyable programme of learning and development. 3. creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. functional with children means working in partnership with a skunk of people, for this undercoat is grievous that practitioners ensure continuity and coherence by share-out relevant information with each former(a) and with parents. Parents and families are central to a childs well-being and learnings needs. For this modestness practitioners should support this important relationship by sharing information and offering support for extending learning in the home. 4. improving quality and consistency in the early years sector through a universal set of standards which do to all settings and providing the basis for the inspection and regulation regime.5. laying a secure foundation for prospective learning through learning and development that is planned just about the individual needs and interests of the child, and informed by the use of on sacking observational assessment. It is important to their future success that children earliest experience alleviate to realize a secure foundation for learning end-to-end their school years and beyond. Practitioners must sensitive to the individual development of each child to ensure that activities they reduce are suitable for the s tage that they gestate reached.Children need to be stretched, tho not pushed beyond their capabilities, so that they chiffonier continue enjoy learning. Practitioners must observe assessment planning for each childs continuing development through play-based activities, and respond quickly to childrens learning and development needs. on that point are a lot of important aspects on the early years provision in the EYFS framework. These principles are 1. in that respect should be a variety of provision for children under five in any locality. 2. All sort outs should operate in safe, healthy premises and should register with the local accessible services department. 3.Groups should be of manageable coat and have a high swelled to child ratio. 4. Groups should comply with al duty legislation and pay adequate salaries and expenses to volunteers. 5. ply should be trained and experienced, and with volunteers and parents, should be disposed(p) the opportunity to further their le arning. 6. Groups should have chess giveing night times that reflect the needs of parents and children. 7. Groups should have clear policies and procedures for admission and attendance of children 8. Groups should get hold of childrens dietary needs to ensure that any food or racket provided is appropriate, acceptable and nutritious.In the provision of any refreshment, groups should respect individual, heathenish, sacred and medical requirements. 9. Groups should have appropriate and adequate insurance cover. 10. Parents are the main educators of their children and should be involved in all aspects of the group including management. 11. Groups should have sound management procedures. 12. Groups should be recognised by, and have fulfill with, other local providers of education and care for young children. 13. Groups should provide for children and adults with disabilities and learning difficulties including children in need as delimitate by the Children Act 1989. 14.Groups s hould be well organised, with carefully planned activities. 15. Groups should provide good quality educational equipment and play activities appropriate ages and stages of development. 16. The quality in any group is ultimately dependent upon the skills, attitudes and commitment of adults, and groups should build upon these. 17. There should be equal opportunities, in all aspects of the groups work, for adults and children. All children in England between ages 5 and 16 must receive a full-time education. For children under age 5, publicly-funded nurseries and pre-schools are on hand(predicate) for a limited number of hours each week.After the age of 16, students can attend ordinal form colleges or other further education institutions. There are divers(prenominal) types of child settings but all of them should follow The Disability Discrimination Act 1995 that sets out two main duties for childcare providers not to treat a disable child less favourably to make contendable ad p roficientments for disabled children Registered day nurseries Children are normally admitted from age 18 months to 3? years. They usually have fixed opening times and are usually open all day and during the school holidays to meet the needs of working parents.They whitethorn alike offer before and after school childcare and holiday care for school aged children. Local self-confidence babys room schools and nursery straines They are funded by the local authority. Children can start a nursery school or nursery class attached to a primary school from the age of three. Some nursery places are for a one-half-day (either a morning or an afternoon), others are for the whole school day. Pre-schools and Playgroups Pre-schools and playgroups provide care, play and learning opportunities for children aged two to five years.They usually offer half day sessions, term time and, although some whitethorn offer extend hours. prime school Primary schools are for children aged from four or fiv e until the age of 11. Secondary school Secondary schools are for children aged 11, until the age of 16 but frequently in any case include sixth form centres or colleges which have pupils until the age of 18. Special schools Special schools educate children or young people aged 5 and upwards almost always with statements of peculiar(a) educational need. Childminders Provide care, play and learning opportunities in spite of appearance the childminders own home.They may be able to work flexible hours and periods. go out often take or draw children from playgroup or school. Can care for a maximum of six children under 8 years of age, depending on the play quadriceps available, but no more than three under 5 years of age and not normally more than one under 12 months Question An accounting of how national and local guidance materials are used in setting 1. 2 UKs current provision to work with early years children has been mildewd by more antithetic theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840.He believed in outdoor and indoor play and invented finger play, songs and rhymes. He valued emblematic behaviour through play this is where children understand that they can make one occasion stand for or map something else for example, a yoghurt pot can symbolise a cup of tea. He felt that children were able to learn at their highest level through visionary play. He was also well known for encouraging elude play which he called gift encouraging children to understand a variety of mathematical notions and relationship through play with different wooden blocks.His theory start with the concept that humans are creative beings, for this reason true(a) education must serving children to understand their true nature as creative beings. Froebel believed that play is the engine that drives true learning. Play is not idle behaviour. It is a biological imperative to discover how things work. It is happy work, but de finitely purposeful. Froebel sought to rein in this impulse and focus the childs play energy on particularized activities designed to lead them to create substance from this experience. In his opinion children can only learn what they are ready to learn. apiece child is whimsical and develops according to their own schedule. Nothing can be more wasteful or frustrating than to puree to force a child to treat to a different beat. Froebel works with each childs own rhythm but makes it purposeful and excretes the child toward the group. Froebel know that you cannot control the child so he controlled everything else. A prepared purlieu provides the teacher with the proper tools and gives children the experiences that the teacher feels are most beneficial, leading the childs mind to the subject at hand. It feels less incorporated or forced, but it is real exceedingly efficient.After his death the idea of his child-centred kindergarten became usual in both Germany and the res t of Europe. female horse MONTESSORI (1870-1952) Maria Montessori was a doctor in poor areas of Rome in the early twentieth century. During this time she observed childrens development and saw them as energetic learners. She did not believe in imaginative play but she felt that children demand to experience concepts such as shape, size and order through structured play. She also felt that, at different stages of their development, children are particularly receptive to certain area of learning and that the adult must guide them through these.Montessori believed that children would befit independent learners if they worked on their own. She did not encourage sequence of exercises often use specifically designed instructive (instructional) materials. (Penny Tassoni, 368)These are materials that involve sensory experiences and are self-correcting. Montessori materials are designed to be aesthetically pleasing, yet sturdy and were substantial by Maria Montessori to financial aid children develop organization. Montessori believed that the milieu should be prepared by twin(a) the child to the corresponding didactic material.The environment should be comfortable for children (e. g., child-sized chairs that are lightweight). The environment should be homely, so child can learn functional life issues. For example, at that place should be a place for children to practice proper self-help skills, such as hand washing. Since Montessori believed sweetheart helped with concentration, the setting is aesthetically pleasing.The Montessori regularity consists in a carefully developed set of materials which create the proper environment for children at each stage of their development. In this environment and with the guidance of trained teachers, they can develop their intellects and acquire all the skills and content of human civilization.Over sixty years of experience with children around the world be Dr. Montessoris theory that children can learn to read, w rite and calculate as soft and naturally as they learn to bye and talk. Her methods are still popular in Montessori schools around the world. The High/ kitchen range preliminary The High/ backcloth Approach has root in constructivist theory. Constructivists believe that we learn by mentally and physically interacting with the environment and with others. Although errors may be made during these interactions, they are considered just another part of the learning operation.Although both Constructivism and the Montessori Method involve learning by doing, in that location are significant differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help prevent errors. Children learn by repetition, kinda of by trial and error. The role of micturate play is also different in the two methods. In High/ electron orbit, childrens creative exploration is encouraged, and this sometimes leads to arrive at play, while in Montessori, practic al life work that relates to the real world is stressed.Although Constructivism is a theory of learning, as opposed to a theory of teaching, High/ background knowledge has exemplified an approach of teaching that supports Constructivist beliefs. Thus, children learn through dynamic involvement with people, materials, events, and ideas. What Are High/ spheres Main Components? Social 1 of the fundamental points in the High/Scope approach is that children are encouraged to be alive(p) in their learning through supportive adult interactions. The High/Scope approach includes times for various sort out experiences in the classroom.There are specific periods in each day for sensitive-scale group times, large group times, and for children to play independently in learning centres throughout the classroom. Children are encouraged to share their sentiment with teachers and peers. Social interactions in the classroom connection are encouraged. Teachers facilitate work on problem re solution with children as conflicts arise. When a child talks, the teachers try and ask unrestricted questions they seek to ask questions that encourage children to verbalize their thoughts and be creative rather than a closed question that would elicit more of a yes/no or simple answer. Each day the High/Scope teacher observes and renders what the children are doing. During the year, teachers complete a High/Scope Child poster Record from the daily observations they have collected. computer program Key experiences were designed specifically for this approach. The chase is a brief summary of depict experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The key experiences for preschool children are -Creative type -Classification -Language and literacy -Seriation -Initiative and genial relation -Number -Movement -Space -Music -Time. Plan-do-review is another major component of the High/Scope framework. Children are encouraged to 1) plan the area, materials, and methods they are going to work with 2) do, veritablely carry out their plan and 3) review, articulate with the class-room community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. Cleanup time is a natural part of plan-do-review. Children are given a sense of control by cleaning up. Representative labels help children bring round materials to appropriate places (Roopnarine & Johnson, 1993). The High/Scope classroom has a consistent routine. The purpose of the resulting predictability is to help children understand what will happen close and encourage them to have more control in their classroom. environmental Set-Up The High/Scope classroom is a materials- full learning environment. Usually, the locations for classroom materials are labelled to help children learn organizational skills. Materials are set-up so that they are easily accessible at a childs level. This helps facilita te childrens active exploration. Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with well-defined areas for different activities. Reggio genus genus genus genus Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood field because it offers many unique curriculum ideas, because of the strong infrastructure for the Reggio schools, and because of the attendance to co-construction. What Are the Reggio Emilia Approachs Main Components? Social Cooperation and collaborationism are terms that stress the value of revisiting social learning.First, children must become members of a community that is working together (cooperation). Once there is a foundation of trust between the children and adults, constructive conflict may be helpful in gaining new insights (collaboration). Co-construction refers to the feature that the meaning of an experience often is bui lt in a social context. An atelierista is a teacher who has a special training that supports the curriculum development of the children and other mental faculty members. There is an atelierista in each of the Reggio Emilia pre-primary schools. Pedagogistas are built in as part of the carefully planned support clay of the Reggio Emilia schools. The word pedagogista is difficult to translate into English. They are educational consultants that essay to implement the philosophy of the system and advocator for seeing children as the competent and capable people they are.They also make hypercritical connections between families, schools, and community. Curriculum One of the special features of the Reggio Emilia approach is called documentation. financial backing is a sophisticated approach to purposefully using the environment to explain the history of projects and the school community.It does not simply refer to the resplendent classroom artwork commonly found throughout school s following Reggio Emilia Approach. And, even though it often incorporates concrete examples of both the processes and products that are part of a childs education, it is more than just that. It is a fundamental way of building connections. enfranchisement is discussed in more detail in the next section that describes the uniqueness of the Reggio Emilia Approach. Co-construction increases the level of knowledge being developed. This occurs when active learning happens in conjunction with working with others (e. g.having opportunities for work to be discussed, questioned, and explored). Having to explain ideas to individual else clarifies these ideas. In addition, conflicts and questions facilitate more connections and extensions. There is an opportunity to bring in different expertise.Thus, to facilitate co-construction, teachers need to aggressively listen and foster collaboration between all the members of the community whenever possible. Real learning takes place when they chec k, evaluate, and then possibly add to each others work. Long-term projects are studies that encompass the explorations of teachers and children. Flowcharts are an organized system of recording curriculum planning and assessment based on ongoing collaboration and careful review. Portfolios are a exhibition of a childs work that demonstrates the childs efforts, progress, and achievements over time. Environmental Set-Up In Reggio Emilia, the environment is similar to that found in Montessori schools. However, the environmental set-up as a third teacher has been enhanced and extended in the Reggio Emilia approach. Like Montessori, it is believed beauty helps with concentration the setting is aesthetically pleasing. Reggio Emilia schools create homelike environments. In Reggio, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. Each child is provided a place to keep her own belongings. Documentation is a major part of the en vironmental set-up. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Question An definition of how different approaches to work with children in early years have affected current provision.1. 3 Early years frameworks emphasize a personal and individual approach to learning and development because every child is unique and they develop and learn in different ways and at different rates, for this reason all areas of learning and development are equally important and inter-connected. Another reason is that experiences during the early years strongly influence a childs future development. This means that the care and education that babies and young children receive to support their growth, development and learning must be of high quality and appropriate to their individual needs.Therefore, all practitioners should search carefully at the child ren in their care, consider their needs, their interests, and their stage of development and use all this information to help plan a challenging and enjoyable experience crossways all the areas of learning and development. In item EYFSs aim is to reflect the rich and personalised experience that many parents give their children at home. Like parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life.Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in childrens early years experiences and they have to ensure that the provision they deliver is both appropriate to children needs. Question An explanation of the Partnership model of working with carers 3. 1 Working with children means have a lot of responsibilities and one of the main ones is to have a positive partnership within the child settings round and parents/carers.For this reason every child setting has its own policy to regulate relations between carers and carers and families. Positive partnership calls for uncouth respect and trust a perception of equality between parents and professionals awareness of cultural and ethnic diversity partners to share information and skills. This means that good communication is essential to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services.It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. an acknowledgement and sharing of feelings all parties to play a role in the decision making process. Question A review of the Potential barriers to participation for carers, and a n explanations of how these barriers may be overcome 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can apply to both parties. hither are some of them Time and availability. purpose a mutually convenient time and venue to meet Other demands from family and work rag and transport for some parents Language, culture and religion Cultural and/or religious attitudes towards disability Language barriers (there are no words for Downs syndrome in Punjabi or Urdu) What is culturally acceptable Parents own education Negative feelings towards school and authority Feelings of inadequacy Fear of being judged discourse Poor communication channels (e. g. through the child only) Poor information sharing (what does go on in school? ) Automatic use of cant. Shyness leave out of confidence School and stave ad hominem relationships between teacher and parent special facilities for meeting with parents Lack of empathy with the role of parent Lack of staff skills and confidence Access to relevant information An unwelcoming environment Parent and school Who to talk to? Lack of credence or awareness of childs difficulties The value placed on education Young people not wanting parents involved Lack of information around transition periods (from one school to the next) neutrality/lack of clear responsibility. Lack of consensus between parents Previous experience Negative earlier experience Feelings of being judged Lack of action or follow up organism patronised Some ideas for overcoming barriers Communication intent regular newsletters to improve information come down Have a central information point e. g. regularly updated notice carte Have a central contact point Exploit technology weave sites, email, blogs, text messaging Provide up to date information and a jargon buster. draw regular meeting slots Create opportunities for informal as well as formal cont act e.g. parents assemblies, social events get in parents views e. g. suggestion box, parent forum, parents spokesperson occupy parents in school activities Use home/school books and diaries Use email or phone if there is sensitivity about keeping a written record School and staff Develop staff skills in communication and listening attach availability of staff and head teacher e. g. regular meeting slots, surgery times for 1-1 meetings Improve the range of activities in which parents can participate Make direct personal contact with parents Provide creche.