Effects of Global Warming on Polar Bears Essay Example

Effects of Global Warming on Polar Bears Essay Example Effects of Global Warming on Polar Bears Essay Effects of Global Warming on Polar Bears Essay No 1 is safe from the rough effects of planetary heating. But if there is one species which suffers the most. they are the polar bears who can merely last under highly cold clime. Although their existent population is difficult to find. they are believed to be about 20. 000 to 25. 000 found throughout the Arctic Ocean and next seas ( World Wildlife Organization ) . Polar bears’ home ground is about covered by sea ice all twelvemonth unit of ammunition ( Great Bear Organization ) . The country is said to hold a delicate ecosystem. necessitating longer clip to alter and to retrieve when disrupted or damaged. However. research shows that the Arctic is most likely to be ice free between 2013 and 2040 for the first clip in history. The part has been sing cutting of the polar ice cap due to warming of temperatures. With the thaw of the ice comes the devastation of the life of the species which thrives in the Arctic. Polar bears. seals. including endangered species like seahorses and giants. are forced to withdraw to environment less suited for their brand up. Further. scientists fear that big sums of liquid ice enter the North Atlantic and interrupt the planetary current form. The thaw of the Arctic ice besides entails smaller runing country for polar bears. Sealing waxs are their favourite and they can non track them where the sea is unfrozen. They besides eat workss. including berries. roots. and kelp. but none of these can fulfill their Calorie demand. Their organic structure needs big sum of fats from Marine animate beings for they are active year-round. Decrease in Arctic sea ice can take to 67 percent loss of the full polar bear population in 50 old ages ( Bear Planet Organization ) . Though polar bears are exposed to other hazards such as pollution. oil and gas geographic expedition. legal and illegal hunting. planetary heating remains the biggest menace to their endurance. They experience malnutrition and famishment due to habitat loss. Melting ice force them to shore before they have acquired adequate fat militias to last the period of scarce nutrient during the late summer and early autumn. Thining ice are surface hard to walk on because they deform more easy which makes it more hard for them to run for nutrient. They besides need to swim wider spreads between ice which farther used up their energy and sometimes take to submerging. Malnourished female polar bears result to take down generative rates and lower endurance rates among greenhorns and juvenilles ( Rosing. 2006 ) . Thining ice make it difficult for grownup females to happen couples. And when they do happen 1. the difficult pursuit starts for a suited pregnancy lairs. Underground lairs have inclinations to prostration or have low insulative power to supply heat for freshly born greenhorn. Dens built on multi-year ice may see motion that may ensue in longer distances for female parents and immature greenhorns to walk when they return to seal-hunting countries. There is besides a hazard of disease-causing bacteriums and parasites to boom more readily in a heater clime. In Western Huson Bay. ice interruptions up earlier than it did 30 old ages ago during late spring season which shortens the hunting season for polar nears ( National Wildlife Organization ) . Their population declined by 22 per centum from 1987 to 2004 and their organic structure status is much different. weighing 60kg igniter in 2004 than in 1980 when likely pregnant female polar bears weigh around 290kg. In 2005. Alaska recorded four drowned polar bears who made longer swim than they usually do when runing for nutrient. Alaska besides documented higher mortality rates among polar bear greenhorn and different denning sites for pregnant polar bears. Photos and pictures of polar bears’ battle are everyplace. In 2008. US Department of the Interior listed Polar Bears as threatened species under the Endangered Species Act and thaw of the sea ice in the Arctic as the biggest danger to their endurance ( The Humane Society of the United States ) . They are the lone species aside from elkhorn coral and staghorn coral to be put on the said list. However. the determination was reversed following the commercial and scientific informations that they are increasing in Numberss in the past 30 old ages. As it presently stands. the US Fish and Wildlife Service see polar bears as threatened species intending anytime their home ground will disappear and their position will alter to endangered before they finally become nonextant. In Canada. polar bears were recommended by the Committee on the Status of Endangered Wildlife in Canada to be placed under the list of species of particular concern . This list allows for a direction program to be written in five old ages. which was criticized by World Wide Fund for Nature as being excessively long to do a substantial impact to habitat loss from climate alteration. Since their current position is threatened species. it is non excessively late for attempts toward salvaging their home ground from farther debasement ( Bear Planet Organization ) . The simplest but the best manner to extenuate the effects of planetary heating is to halt C dioxide ( CO2 ) emanations. Recycle and reuse merchandises and utilize energy efficient contraptions to cut back CO2 in the ambiance. Polar bears deserve a opportunity. Bear Planet Organization. Polar Bears and Global Warming. July 8. 2009. lt ; hypertext transfer protocol: //www. bearplanet. org/global-warming-polar-bears. shtml gt ; . Great Bear Organization. Polar Bear ( Ursus Maritimus ) . July 7. 2009. lt ; hypertext transfer protocol: //www. greatbear. org/polarbear. htm gt ; . The Humane Society of the United States. Polar Bears. July 8. 2009. lt ; hypertext transfer protocol: //www. hsus. org/marine_mammals/a_closer_look_at_marine_mammals/polar_bears/ # Polar_bears_top_predators_in_their_arcti gt ; . National Wildlife Organization. Polar Bear. July 8. 2009. lt ; hypertext transfer protocol: //www. nwf. org/polarbear/ gt ; . Rosing. Norbert. The World of the Polar Bear. New york: Firefly Books. Ltd. 2006. World Wildlife Organization. WWF: A Leader in Polar Bear Conservation. July 7. 2009. lt ; hypertext transfer protocol: //www. worldwildlife. org/species/finder/polarbear/polarbear. hypertext markup language. gt ; .

About the Foreign Intelligence Surveillance Court

About the Foreign Intelligence Surveillance Court The FISA court is a highly secretive panel of 11 federal judges whose primary responsibility is to decide whether the U.S. government has enough evidence against foreign powers or individuals believed to be foreign agents to allow for their surveillance by the intelligence community. FISA is an acronym for the  Foreign Intelligence Surveillance Act. The court is also referred to as the  Foreign Intelligence Surveillance Court, or FISC. The federal government cannot use the FISA court to  intentionally target any U.S. citizen, or any other U.S. person, or to intentionally target any person known to be in the United States, though the  National Security Agency has acknowledged  it inadvertently collects information on some Americans without a warrant in the name of national security. FISA, in other words, is not a tool for combating domestic terrorism but it has been used in the post-September 11th era to gather data on Americans. The FISA court adjourns in a bunker-like complex operated by the U.S. District Court on Constitution Avenue, near the  White House and Capitol. The courtroom is said to be  soundproof to prevent eavesdropping and the judges do not speak publicly about the cases because of the sensitive nature of national security. In addition to the FISA court, there is a second secret judicial panel called the Foreign Intelligence Surveillance Court of Review  whose responsibility to oversee and review the decisions made by the FISA court. The Court of Review, like the FISA court, is seated in Washington, D.C. But it is made up of only three judges from the federal district court or appeals court. Functions of the FISA Court   The FISA court’s role is to rule on applications and evidence submitted by the federal government and to grant or deny warrants for  Ã¢â‚¬Å"electronic surveillance, physical search, and other investigative actions for foreign intelligence purposes.† The court is the only one in the land that has the authority to allow federal agents to conduct â€Å"electronic surveillance of a foreign power or an agent of a foreign power for the purpose of obtaining foreign intelligence information,† according to the Federal Judicial Center. The FISA court requires the federal government to provide substantial evidence before it grants surveillance warrants, but the judges rarely ever turn down applications. If the FISA court grants an application for government surveillance, it also limits the scope of the intelligence gathering to a specific location, telephone line or email account, according to published reports.   FISA has since its enactment been a bold and productive tool in this country’s fight against the efforts of foreign governments and their agents to engage in intelligence-gathering aimed at the U.S. government, either to ascertain its future policy or to effect its current policy, to acquire proprietary information not publicly available, or to engage in disinformation efforts, wrote James G. McAdams III, a former Justice Department official and senior legal instructor with the Department of Homeland Securitys  Federal Law Enforcement Training Centers. Origins of the FISA Court The FISA court was established in 1978 when Congress enacted the Foreign Intelligence Surveillance Act. President Jimmy Carter signed the act on Oct. 25, 1978. It was originally intended to allow for electronic surveillance but has seen been expanded to include physical searches and other data-collection techniques. FISA was signed into law amid  the Cold War and a period of deep skepticism of the president after the Watergate scandal and disclosures that the federal government used electronic surveillance and physical searches of citizens, a member of Congress, congressional staffers, anti-war protesters and civil rights leader Martin Luther King Jr. without warrants. The act helps to solidify the relationship of trust between the American people and their government, Carter said in signing the bill into law. It provides a basis for the trust of the American people in the fact that the activities of their intelligence agencies are both effective and lawful. It provides enough secrecy to ensure that intelligence relating to national security can be securely acquired, while permitting review by the courts and Congress to  safeguard the rights of Americans and others. Expansion of FISA Powers The  Foreign Intelligence Surveillance Act has been expanded beyond its original scope several times since Carter placed his signature on the law in 1978. In 1994, for example, the act was amended to allow the court to grant warrants for the use of  pen registers, trap and trace devices and business records. Many of the most substantive expansions were put in place after the terrorist attacks of Sept. 11, 2001. At the time, Americans indicated a willingness to trade some measures of freedom in the name of national security. Those expansions include: The passage of the USA Patriot Act in October 2001. The acronym stands for  Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism. The Patriot Act broadened the scope of the governments use of surveillance and allowed the intelligence community to act more quickly in wiretapping. Critics including the American Civil Liberties Union, however, pointed out the allowed the government to obtain the personal records of ordinary Americans from libraries and Internet Service Providers even without probable cause.The passage of the  Protect America Act on August 5, 2007. The law allowed the National Security Agency to conduct surveillance without a warrant or approval from the FISA court on American soil if the target was believed to be a foreign agent. In effect, wrote the ACLU, the government may now scoop up all communications coming into or out of the United States, as long as it is targeting no one American in particular and the program is â€Å"directed at† the foreign end of the communication.  Whether the target or not, American phone calls, emails and internet use will be recorded by our government, and without any suspicion of wrongdoing.   The passage of the FISA Amendments Act in 2008, which granted the government the authority to access communication data from Facebook, Google, Microsoft and Yahoo. Like to Protect America Act of 2007, the FISA Amendments Act targeted non-citizens outside of the United States but concerned privacy advocates because of the likelihood average citizens were being watched without their knowledge or a warrant from the FISA court. Members of the FISA Court Eleven federal judges are assigned to the FISA court. They are appointed by the chief justice of the U.S. Supreme Court and serve seven-year terms, which are nonrenewable and staggered to ensure continuity. FISA Court judges are not subject to confirmation hearings such as those required for Supreme Court nominees. The statute that authorized the creation of the FISA court mandates the judges represent at least seven of the U.S. judicial circuits and that three of judges live within 20 miles of Washington, D.C., where the court sits. The judges adjourn for one week at a time on a rotating basis The current FISA Court judges are: Rosemary M. Collyer: She is the presiding judge on the FISA court and has been a U.S. District Court judge for the District of Columbia since being nominated to the federal bench by President George W. Bush in 2002. Her term on the FISA court began May 19, 2009, and expires March 7, 2020.James E. Boasberg: He has been a U.S. District Court judge for the District of Columbia since being nominated to the federal bench by President Barack Obama in 2011. His term on the FISA court began May 19, 2014, and expires March 18, 2021.Rudolph Contreras: He has been a U.S. District Court judge for the District of Columbia since being nominated to the federal bench by Obama in 2011. His term on the FISA court began May 19, 2016, and expires May 18, 2023.Anne C. Conway: She has been a U.S. District Court judge for the Middle District of Florida since being nominated to the federal bench by President George H.W. Bush in 1991. Her term on the FISA court began May 19, 2016, and expires May 18, 2023.Ra ymond J. Dearie: He has been a U.S. District Court judge for the Eastern District of New York since being nominated to the federal bench by President Ronald Reagan in 1986. His term on the FISA court began July 2, 2012, and ends July 1, 2019. Claire V. Eagan: She has been a U.S. District Court judge for the Northern District of Oklahoma since being nominated to the federal bench by President George W. Bush in 2001. Her term on the FISA court began Feb. 13, 2013, and ends May 18, 2019.James P. Jones: He has served as a U.S. District Court judge for the Western District of Virginia since being nominated for the federal bench by President William J. Clinton in 1995. His term on the FISA court began on May 19, 2015, and ends May 18, 2022.Robert B. Kugler: He has served as a U.S. District Court judge for the District of New Jersey since being nominated for the federal bench by George W. Bush in 2002. His term on the FISA court began May 19, 2017, and ends May 18, 2024.Michael W. Mosman: He has served as a U.S. District Court judge for the District of Oregon since being nominated for the federal bench by President George W. Bush in 2003. His term on the FISA court began May 04, 2013, and ends May 03, 2020.Thomas B. Russell: He has served as a U.S. District Court judge for the Western District of Kentucky since being nominated for the federal bench by Clinton in 1994. His term on the FISA court began May 19, 2015, and ends May 18, 2022. John Joseph Tharp Jr.: He has served as a U.S. District Court judge for the Northern District of Illinois since being appointed by Obama in 2011. His term on the FISA court began May 19, 2018, and ends May 18, 2025. Key Takeaways: The FISA Court FISA stands for the  Foreign Intelligence Surveillance Act. The act was established during the Cold War.The 11 members of the FISA court decide whether the U.S. government can spy on foreign powers or individuals believed to be foreign agents.The FISA court is not supposed to allow the U.S. to spy on Americans or others living in the county, even though the governments powers have expanded under the act.

Depend on the choosen activity and the topic Essay

Depend on the choosen activity and the topic - Essay Example The word ‘learning’ has been defined as â€Å"relatively permanent change in behavior resulting form experience† (Dworetzky, 1994). This essay, therefore, has the purpose of exploring the cognitivist approach of learning by examining its application to a particular learning task. The task chosen is the process of typing the keyboard of a computer. Firstly, an analysis of the types of knowledge required to undertake the chosen activity will be considered and the cognitive theory will be introduced with its main features followed by a discussion of the application of the theory in the process of typing the keyboard of the computer. The strength and weaknesses of the theory will be analyzed after that and the essay will be concluded. There are different steps or processes involved in the act of typing the keyboard of a computer. The person needs to have a plan of what he is going to type; he needs to have appropriate knowledge and skills such as placing the fingers at the right position, the aptitude of typing the material with appropriate speed and accuracy, being seated in a comfortable position in the chair so that he doesn’t strain his back, etc. Declarative knowledge is often described as the content of learning. In other words it caters to the what of the activity being learnt. Knowing a piece of information, that is, a concept, fact, idea or label would be considered to be in this category (Ehren & Gildroy). Knowing the history, characteristics or physical appearance, for example would be included here. Procedural knowledge explains the How of information that tells us rules to follow to accomplish a task (Ehren & Gildroy). In other words, knowing how to perform an action or sequence of actions is procedural knowledge. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what

Organization Study Project Research Paper Example | Topics and Well Written Essays - 2500 words

Organization Study Project - Research Paper Example Due to our expertise in water and sanitation as a researcher, we were called by the organization to study the loop holes of the organization and also to carry out the assessment of the ongoing running project by the NGO. The NGO was running the project of installing hand pumps for the Afghan refugees which is the largest Afghan refugee’s camp in Pakistan, located in Haripur. Due to this team work and collaboration, it was quiet easy to sort out the locations from where the water sample was to be taken because the NGO already knew the sites, so we just needed to travel along with them and take out the water sample from different areas and bring them back to our university. Before going for field work, we had a group discussion with the community mobilizer of the NGO, he told us about the situation and conditions of the project and about the success of the project. The NGO was recently working on phase 2 of the project, and in phase 1 it provided the hand pumps and the flush toi lets to the community. Recently in the phase 2 they were covering two union councils of the Haripur in which 18 hand pumps was the target. First twenty years, this NGO served afghan refugee community (which is the highest community of Afghans in Pakistan located in Haripur). This NGO developed a water user association in which they provides the community management skills to the people and the aim is to develop linkage of the local people with the authorities. For this task of the provision of the hand pumps and the flush toilets, the NGO worked as a community need based assessment and started to work, employing the local people for the physical force, and also taken 20 percent share from the local people. Since 8-9 months the activities has been ceased but management team is still there to monitor. To make the investment sustainable the NGO links the organization to the government. It worked on the basis of gross root institutional development which is directly proportional to the development. The NGO also made the district health board for the local community. The NGO also conducted health and hygiene sessions for the local awareness and community management skills training program. The community mobilization process included the need assessment, realization, and conceptualization. In the management skill training involved the process of consultation, gain and confidence and future vision. FIELD ANALYSIS: During the field analysis, we collected the sample from the water sources and put them in the labeled glass bottles and keep the lid tight. The sample bottles were pre sterilized to avoid the contamination. As the precautionary measure it was important that to close the bottle lids as soon as the water was put in the bottle, this was to avoid the air contamination in the samples and it was done according to the precautionary measures. SURVEY SITES: There were 18 different sampling sites from where the water sample was required to be collected. But due to la ck of time we collected the water samples from ten different sites. All the water sampling sites were located in two union councils. WATERSAMPLING: The water sample was collected and kept in a bag that was specially designed to keep the water sample cool. Each water sample consisted of 50 ml sample. Also each water sample was labeled with a black marker followed by the name of the area and the

Treaty of Versailles essay Essay Example for Free

Treaty of Versailles essay Essay In this essay I will be analysing and concluding whether I believe that the Treaty of Versailles was the main cause of the political and economic instability in Germany between 1919 and 1923. Also I will be looking at other factors that may have caused the political and economic instability. The Treaty of Versailles (signed 28th June 1919) had huge impact on the political instability within Germany between 1919 and 1923. It consisted of 440 Articles setting out the terms for Germany to abide by. The treaty angered the German people as they felt stabbed in the back believing it to be unfair and shameful. The terms involved Germany taking the blame for the First World War and the reduction of their army which both had a political affect within the country. It humiliated the German people as they felt no blame for the war and they were very proud of their army. The anger the people felt left an opening for extremist left wing and right wing parties to gain popularity. The treaty caused a large amount of economic problems in Germany due to the harsh reparations term of  £6.6 billion which they had to repay for damages caused by the war. The German marks value was decreasing due to Germany reprinting money to keep up with payments which eventually caused hyperinflation. As the rate of money was decreasing the price for goods went up. Wages also went up but not enough to buy food, clothes etc. People with savings were hugely affected as those two became worthless. The population was starving and had to queue for food. Those who made enough to buy food could only afford no more than a loaf or two of bread. People even burnt their money just to keep warm. In 1223 the French Prime Minister decided to take action as Germany had defaulted on repayments. As the Germany army was limited there was nothing they could do, therefore The French occupied the Ruhr, one of Germany’s biggest industrial areas. The French believed the workers would carry on in order for them to gain their money. However the workers went on strike, meaning no money was being produced from what was being made at the Ruhr and even more unemployed in Germany. Other factors can be blamed for the political instability German faced between these years. The abdication of Kaiser Wilhelm was a  huge political change in Germany. Leaving Germany without its figure head meant a new government needed to be formed. The Weimar Republic was the new democratic government which signed the Weimar Constitution on the 11th of August 1919 in Weimar as Berlin was too dangerous due to revolutions. Friedrich Ebert was elected president on this date. Without the Kaiser the German people believed they were left without a strong leader. Although many welcomed the change to democracy, others believed that a military leadership was the only way to rebuild Germany after the war. Some even wanted communism, where everyone is equal with the control of a strong state. This created chaos and confusion among the whole German population. The country was not use to having a say in how the government is run and decisions that were being made which would be strange. The Weimar constitution itself caused some political problems between 1919 and 1923. The first huge problem with the constitution was Proportional representation. This meant that when Germans voted for a political party each party was then allocated seats in the Reichstag reflecting the number of people who had voted for it. It sounds fair but in fact it resulted in dozens of small parties, with no party strong enough to get a majority vote. Consequently there was no government to pass laws in the Reichstag. Weimar also caused revolutions within Germany, for example the Kapp Putsch in March of 1920. This right wing nationalist group, led by Wolfgang Kapp aimed to overthrow the government. The group consisted of members of the paramilitary Freikorps and had the support of many army officers. President Ebert wanted to disband the Freikorps, due to this the Freikorps joined forces with Wolfgang Kapp as they both wanted the same thing. Ebert was forced to leave Berlin which undermined his status and showed the Government to be weak. The only comeback Ebert had was to turn to the people and called for a General Strike. This was successful in making the Kapp putsch unsuccessful. However, despite the short period of time that Kapp had control of Berlin, the uprising made it clear that there was not universal support for the Weimar Government. Other factors can be used to explain the economical instabilities which Germany faced. For example, war costs had a large impact on the German economy. Money had to be spent on making weapons, supplying the army with what they needed, rations etc. This caused life in Germany to be very hard for civilians, food and other essentials were  limited. To conclude I believe that the Treaty of Versailles was only to blame for the economic instabilities Germany faced between the years 1919 to 1923. This is because the large reparations term of treaty which Germany had to pay. Reparations ruined the German economy and having 92 years with  £59million to pay back it shows how low their economy must have been. However the political instabilities between 1919 and 1923 that were caused I blame on the Weimar Constitution. This is due to the revolutions, extreme party votes that were gained due to unhappy people and chaos that were caused by the new government.

How Shelley and Fowles Present the Socially Excluded Essay -- Frankens

How Shelley and Fowles Present the Socially Excluded Men are numbered among beasts who renounce society, whereby they are destitute of laws and the ordination of civility. Hence this ensures that men, in creation are best, but when averse to justice and the law, are the worst of all creatures. (p.36 intro The Tempest by William Shakespeare, edited by Frank Kermode 1961) For the purpose of this essay, I shall focus my comparison on Victor and Clegg and analyse the language they use. I will also explore the form and structure used and give a personal response which will include some commentary about the novels in terms of their social/historical and literary contexts. People's behaviour in social roles makes possible the life of a society and its members. Social roles are learned from culture, which defines how they should be performed. They are not instinctive. However, people learn many roles during childhood by observing their parents and other adults. But on the other hand problems may result if the demands of one role interfere with those of another. This situation is called role conflict. Victor and Clegg are excluded by society primarily because they have transgressed society's boundaries, that is to say, Victor plays God and creates "a new species which would bless him as its creator" p.52 ; his male monster is built from old body parts and strange chemicals because he is determined to learn about "the secrets of heaven and hell"p.37. Ironically, Victor creates a "hideous wretch" p.73 which is "an outcast in the world forever" p.129. However, this "filthy daemon" p.73 is initially gentle and has a kind, baby-like nature, just like normal humans. Paradoxically, the monster is actually ... ...is a creation abandoned and shunned by society and Victor his creator. Therefore Shelley's use of letters enables the narrative to shift from one character to another while remaining within the conventions of the standard novel. Letters are also used to good effect as a means of social interaction because characters are frequently out of immediate contact with one another. Walton never encounters his sister in the novel; his relationship with her is based wholly on the use of letters. The same goes for Victor as he often isolates himself from his loved ones but he does receive letters from Alphonse and Elizabeth and this marks attempts to connect with him. Again, the monster uses written communication in order to develop a relationship with Victor when, at the end of the novel, he leads him northward by means of notes on the trees and rocks he passes.

The Characteristics Of Adult Learners Education Essay

Adult pupils in the procedure of ELT construct the particular group of people socially accepted as mature and who are in a learning procedure. Education of grownups has long been perceived as different from instruction of kids in both theory and pattern. The field of big instruction was pioneered by Malcom Knowles who claimed that andragogy should be distinguished from teaching method. Andragogy consists of larning schemes focused on grownups while teaching method is concerned on kids. Knowles ‘ theory of andragogy is an effort to develop a theory specifically for grownup acquisition. Adults bring life experience and a degree of adulthood into the schoolroom that kids and striplings do non. Probably the individual most of import concern for the instructor of grownups is a thorough apprehension of the scholar. Through such an apprehension it is possible to direct your learning to the specific demands and involvements of the grownup. Adults are autonomous and expect to take duty for determinations. Adult larning plans must suit this cardinal facet. In practical footings, it means that direction for grownups demands to concentrate more on the procedure and less on the content being taught. It is of import to utilize schemes such as function playing, simulations, undertaking work and treatments rather frequently because they are most utile for big pupils who are job -centred, goal- oriented and practical. Teacher adopts a function of facilitator or resource instead than lector or grader. Furthermore, another facet of grownup instruction is motive because merely when pupils are motivated they can larn. The best manner is to heighten studentsA? ground for larning. Teachers must be after their motivation scheme which is considered to be successful if it includes demoing grownup pupils the relationship between developing an expected publicity. Finally, we do non hold to bury another built-in portion of grownups larning which proper feedback is. We should cognize when and have to give feedback because good feedback is one of the basic wagess of acquisition. Teaching English to grownups is different from learning kids and teens and involves a considerable sum of planning and accomplishment to do it apprehensible and adaptable to all scholars.1. Features of Adult LearnersCompared to kids and teens, grownups have particular demands and demands as scholars. Adults are people who have the position of adulthood in their ain and other peopleA?s eyes, but in the instruction procedure they come in the low-level place of the scholars. It could be really hard at the beginning and it depends on persons how to cover with this state of affairs. A batch of grownups can go dying because they are so disquieted about traveling back to school and are afraid of their failure and may believe that they are unable to larn. â€Å" The struggle is that as grownups we already have certain well-developed thoughts about life along with our ain system of thoughts and beliefs. To acknowledge that we need to larn something new is to acknowledge that there is something incorrect with our present system. â€Å"[ 1 ] On the other manus, they have outlook about the acquisition procedure and they are able to accept duty for their ain acquisition. They are independent and self – directed, they are non dependent on other people for way. Adults as scholars are goal-oriented and results-oriented. They normally know what end they want to accomplish and they besides have specific consequences in head for instruction. They must see a ground why to larn something. Learning has to be valuable for them ; it should be related to their demands and eventually suit to their work. In other words, grownups seek instruction which is appropriate for their current lives. They are practical and are focused on the facets of the lessons ; it means they want to cognize how the lessons will be utile to them on the occupation. We must non bury that grownups have a batch of experience and a wealth of cognition and they expect to be treated consequently. They require larning that makes sense and is connected to their cognition and experience. They can be critical of learning methods ; they will non execute a learning activity merely because the instructor said to make it. Furthermore, we can anticipate that grownups are more disciplined that some kids and adolescents and are able to prolong a degree of motive. Compared to kids, grownups have more developed abstract idea ; it means we have to take appropriate activities adapted to utilize their minds to larn consciously. To sum it up, there are a batch of specific characteristics of grownup scholars which we have to bear in head in the procedure of learning. Compared to kids and adolescents, grownups have particular demands and demands as scholars. Of class, these are generalisations and there can look some exclusions in each group of scholars.2. Learner DifferencesAll pupils have different rational abilities. They think and learn otherwise. Learner differences are related to different thought manners and larning manners of pupils. Some of them use more than one manner, but by and large each individual has a preferable manner. We can separate brooding minds, originative minds, practical minds and conceptual minds. Brooding minds perceive new information subjectively, associate it to past experience and analyze their feelings about larning. On the contrary, originative minds like to play with new information, really frequently ask â€Å" why? † and make their ain solutions. Practical minds need factual information and attempt to happen the simplest and besides efficient manner to make something. In other words, they want to use their new accomplishments to their occupation. The last group consists of conceptual minds who are interested in how things work, non merely in the concluding result. They like seeing images and want to cognize the related constructs.[ 2 ] Equally of import are larning manners. Students normally tend to one acquisition manner because they associate it with larning success. There are three general larning manners: ocular, audile, and kinesthetic. Ocular scholars process new information when they can see it. They like artworks, illustrations, diagrams, images and presentations. Their slogan is â€Å" Show me. â€Å" Auditory scholars rely on sounds and voices ; they remember new information when it is spoken. They love talks and treatments. Their slogan is â€Å" Tell me. † Kinesthetic scholars need to make something to understand it. They want to touch the new information or manipulate it. They prefer written assignments, taking notes and scrutiny of objects. Their slogan is â€Å" Let me make it. †3. Motivation for Adult LearningMotivation is some sort of internal thrust which pushes person to make things in order to accomplish something. A cognitive position of motive includes factors such as the deman d for geographic expedition, activity, stimulation, new cognition and self-importance sweetening. Students come to education for many grounds. All grounds are acceptable because any motive is better than none. Unless you are motivated, you will non and can non larn. Most big pupils are at the schoolroom because they want to be. There are called â€Å" want to † scholars. Some of them are at that place because they need it for their occupation. They are â€Å" have to † scholars. There are a batch of motive factors. Some of the most common are: Promotion- depends on go throughing an test or making a class. Personal promotion – people want to acquire higher position at work. Social relationships – people want to do new friends. Escape/Stimulation – people want to avoid ennui, larning can disrupt the day-to-day modus operandi at place or at work. External outlooks – people try to carry through the outlooks of person with formal authorization. More money – after go throughing a class or successful graduation you can anticipate to gain more money. Social public assistance – attempt to better ability to be good to mankind and take part in community work Cognitive involvement – people who are interested in larning, they want to have new information and seek cognition for its ain interest There are Four Foundational Principles that motivate grownups to larn ( Wlodkowski, 2009 ) : Inclusion is the consciousness of scholars that they are a portion of an environment, they respect each other, and they have no fright of menace or humiliation. It is related to positive societal clime. Inclusion Fosters engagement. Attitude is a combination of constructs, information, and emotions. Attitude consequences in a sensitivity that can take to favorable or unfavorable response. Attitude causes a powerful consequence on human behavior and acquisition because they help people make sense of their universe. ( E.g. Negative larning experience can impact our attitude, engagement and outlooks. ) Meaning – devising, apprehension, and altering significance is a cardinal facet of grownup instruction. Deep significance causes that the experience or thought is connected to an of import end. Meaning comes from disputing larning experience in an piquant format about a relevant subject. Meaning sustains engagement. Competence is an attempt to effectual interaction with the universe. Adults have a strong innate temperament to be competent. They need to use what they have learned to the existent universe. Competence allows a pupil to experience confident when they know that they are expert at what they are larning. Assurance once more supports and motivates more extended acquisition. This can ensue in a spiralling moral force of competency and assurance. Increasing and directing pupil motive is one of a teacherA?s undertakings. We should form the indispensable motivational conditions. If we want to set up inclusion, we need to make a acquisition ambiance in which scholars and instructors feel respected and connected to one another. Following undertaking is to develop attitude, it means making a favorable temperament to larning through personal relevancy and pick. To heighten significance is of import to make ambitious and thoughtful acquisition experiences which include learnersA? positions and values. Furthermore we should breed competency by making an apprehension of scholar effectivity. And how do we cognize if scholars are motivated? There are some discernible indexs of intrinsic motive: Learners do activities without opposition. Learners spontaneously relate acquisition. Learners ask inquiries. Learners go beyond required work. Learners are proud of their acquisition and its effects. Unlike kids and adolescents, grownups have many duties that they must equilibrate. These duties can take to the barriers against take parting in larning. The most common jobs are deficiency of clip, money, assurance, involvement, deficiency of information, programming job and jobs with kid attention and transit. The best manner how to actuate grownup scholars is to heighten their ground for acquisition and diminish the barriers. As instructors of grownups we have to be after actuating schemes which show learners the relationship between preparation and an expected publicity.4. Giving Feedbackâ€Å" The old expression that pattern makes perfect is non true. But it is true to state that it is pattern the consequences of which are known which makes perfect. † ( F.C. Barlett ) Feedback, unfavorable judgment, praising and noticing are really of import in the instruction procedure. Teaching grownups is complicated because of the trouble of knocking. There are two unsafe: giving feedback in the incorrect manner and non giving plenty. Without proper feedback the learner public presentation can non better. If public presentation can non better, all scholars rapidly loose their involvement. Good feedback is one of the basic wagess of acquisition and critical portion of the learning rhythm goes like this: In comparing with kids and teens, grownups find it harder to acknowledge that they have made a error, and it is harder for them to unlearn it. The same error can be repeated once more hence is of import to give feedback instantly or every bit shortly as possible. The job is non merely to rectify mistakes made on the topographic point, but to happen out some basic misinterpretations from the yesteryear, e.g. when we teach grammar, pupils sometimes have no thought what parts of address are. Until all the misinterpretation from the yesteryear are identified, no advancement can be made. A batch of pupils seem it hard to larn the regulations of English spelling decently. It can be a combination of mechanical and psychological grounds. It is peculiarly difficult to rectify once more perennial errors. The solution how to avoid it is bar ; it means make certain that on first juncture of a new piece of larning the grownup gets the right reply – â€Å" right first clip † .[ 3 ] It is frequently said that people learn by doing errors. It is true but we should recognize when measuring that prise make us experience confident, whereas negative unfavorable judgment makes us self-doubting. Good feedback is given quickly, contains encouraging words, gives elaborate remark on each public presentation, praises the good points before knocking the bed, is focused on knocking the public presentation, non the individual, is concentrated on merely a few errors at a clip and is clear. Giving feedback demands accomplishments every bit good as tact. We should make a friendly ambiance for constructive feedback. After giving feedback, we should look into that the scholar has understood the message by inquiring open-ended inquiries. Avoid closed ( yes, no ) inquiries, e.g. Have you understood? It is better to get down inquiries with â€Å" State me † , â€Å" How † , or â€Å" Why † . Finally, a batch of instructors overestimate the measure of feedback they give. To avoid it, seek to happen ways to offer every scholar some feedback in every lesson. As instructors of grownups we should understate the bed consequence of unfavorable judgment although there are a batch of possibilities for misinterpretation because without feedback pupils can non larn and instructors do non learn.5. Function of the Teacherâ€Å" When the pupil is ready, the instructor appears † ( a Buddhist adage ) As we said in one of old chapter, a batch of big pupils can experience dying when they go back to school after a few old ages being out of the schoolroom. Our occupation as a instructor of grownup pupils is to be positive, friendly and encouraging. Patients help excessively. It is sometimes of import to cognize that older pupils need more clip to react if we ask a inquiry. Promote your pupils to utilize their ain life experience in the acquisition procedure excessively. As instructor we should understate the carnival of failure and the bad consequence of past acquisition experiences by offering activities which are accomplishable for our pupils and correspond to their degree. Not merely pupils can hold some concerns. There can be a job for some instructors and it is age. School instructors are ever older than their students and have the advantages of longer instruction. Not so instructors of grownups. They can be younger than their pupils and may even be less intelligent. It is right to hold some concerns about a new group of pupils, but both the job and the solution are in our ain custodies. What makes a good instructor? Effective instructor have these features ( Rogers, 1989 ) : A warm personality – accept all pupils and understand them, be helpful Social skill – ability to link the group together without being dominate Forming ability – disposal is swimmingly handled Skill in descrying and deciding scholar jobs Enthusiasm – a batch of oculus contact, varied voice inflection. Not merely can the personality of a instructor but the leading manner lead to the success or failure of larning. We can separate three different types of leading: dictator, where the leader is rigorous, autocratic, encourages fight and makes all of import determinations himself ; laissez-faire, where the instructor does virtually nil unless he is straight asked a inquiry ; and democratic, where the scholars decide what they will make and the instructor is person who can impact single solutions of jobs. In the group where the instructor behaves magisterially the scholars are submissive and good behaved, but frequently mishear instructions, are competitory, reciprocally belittling and demo marks of aggression and tend to abandon work when the instructor leaves the room. On the contrary, the individualistic group does about nil whether or non the instructor is present. Under democratic leading the scholars work good together without carnival of one surpassing the other. There occur smal l tenseness or aggression and the impermanent absence of the instructor make no alterations in the sum of work the scholars do.[ 4 ] It is clear that creativeness is more bucked up in groups where the instructor does non rule. There can develop pleasant societal relationships, more pupils talk to one another and esteem each other. On the other manus, dominant, aloof, autocratic instructors tend to bring forth either really hostile or subdued group of scholars who are individualists and do non desire to co-operate.6. Teaching SchemesAny activity that gets pupils involved is really utile and makes the learning experimental. This includes e.g. little group treatments, function drama, composing or pulling something specific, skits etc. Activities that involve acquiring up and traveling approximately can besides maintain pupils energized. Try to utilize a assortment of learning stuffs and methods and do non bury single differences of your pupils ( differences in manner, clip, types and gait of larning ) . It is known that single differences addition with age. Take into history that your pupils have a batch of life expe rience which they can convey to the schoolroom, supply them every bit much chances for duologue as possible and ask open-ended inquiries so that they can utilize their cognition and experience. Treat all inquiries and remarks with regard. State your pupils the outlooks of the instruction procedure and familiarise them with the course of study, but do non be disappointed when they do non wholly agree with your program. You can discourse it together and do some alterations in conformity with the demands of your pupils. They can assist you to plan the acquisition procedure. Because grownup pupils are jobs centred, allow them cognize how the freshly acquired cognition can be applied to current jobs or state of affairss. As a instructor you should equilibrate between presentation of new stuff, treatment and engagement among pupils and your class program. Teaching schemes for grownups are more effectual if it is learner-centred than instructor-centred.[ 5 ] By utilizing combinations of grownup scholar techniques and schemes, Extension pedagogues can make preparation experiences that will heighten the acquisition of participants. When grownups participate in a positive acquisition experience, they are more likely to retain what they have learned and use it in their work environment.6.1. Lectures and PresentationsLectures and presentations are the most common instruction methods in big instruction. They are sometimes referred to as an economic manner of learning because they do non necessitate about any technician or administrative support. As a instructor usage these methods exhaustively. First, maintain them short. Lectures should take 15 or 20 proceedingss and bound for presentation is even shorter, five proceedingss. Second, your talk should hold a clear beginning, center and terminal ; it means that it is clear to your pupils and if it is clear defined, it can assist pupils to cognize what the aims are before get downing. This techni ques has o batch of possibilities how to be used. You can present short intensive presentation which is followed by practising. You can instantly see if your pupils understood your talk. Adults learn best through engagement and activity, so your talk or presentation can be interspersed with group treatment, single undertakings, and audio-visual stuff. In the talks or presentations try to maintain to simple chief points. A batch of grownup pupils need to hold a written support of a new piece of larning but it is known that grownups do non take notes really frequently. Making notes during presentation can be a recreation from understanding therefore it is better to teach your pupils non to compose merely listen to you. Fix well-designed printed press releases for them, non really long because it could deter your pupils from reading it. It is better to administer press releases after a talk than earlier ; it is less deflecting. If you are showing, be certain that all scholars are able to see from your point of position. If the presentations are seen from the forepart, the pupil must mentally change by reversal all the procedures. In general, talks and presentations are likely best used in short subdivisions, with frequent resort to treatment, single pattern, undertaking work etc.6.2. Role – drama, Simulation and GamesSimulation, role- drama and games play similar functions in linguistic communication instruction. They are seen as ways of bridging the spread between the schoolroom and the existent word. These activities offer a assortment of ways how to do the acquisition procedure more interesting, disputing and lively. As we said in earlier chapters, grownups need to avoid being told how to make something, they need to seek it out for themselves. Role-playing refers to the changing of one ‘s behavior to presume a function. It is any speech production activity when you either set yourself into person else ‘s places ( The President, a millionaire, a dad star etc. ) , or when you stay in your ain places but set yourself into an fanciful state of affairs ( ‘At the eating house ‘ , ‘Checking in at the airdrome ‘ etc. ) Role-playing is proposed as an ideal technique to learn linguistic communication because it prepares scholars for the unpredictable nature of real-life communicating, Teachs appropriate linguistic communication usage, and boosts assurance. Learning takes topographic point when activities are prosecuting and memorable. It is ever better to convey state of affairss to life and maintain them existent and relevant. We should utilize the role-play for the undermentioned grounds ( Harmer, 1989 ) : It ‘s merriment and motivation. Quieter pupils get the opportunity to show themselves in a more blunt manner. The universe of the schoolroom is broadened to include the outside universe – therefore offering a much wider scope of linguistic communication chances. Some function playing is simple and does non necessitate any particular readying. It is a normal extension of work done rehearsing duologues and drills ; on the other manus, function drama can be prepared in advanced when the instructor sets up the scene. The stuff must be relevant, brief and believable. Once you have selected a suited function drama, predict the linguistic communication needed for it. It is recommended to present any new vocabulary before the function drama. After the function drama is finished, pass some clip on debriefing. This does non intend indicating out and rectifying errors. It is the procedure of debriefing which helps do the acquisition points. After the function drama, the pupils are satisfied with themselves ; they feel that they have used their cognition of the linguistic communication for something utile. This feeling of satisfaction will vanish if every error is analyzed. It might besides do the pupils less confident and less willing to make the other function dramas. Ask your pupils sentiment about the role-play, e.g. : What did you believe of the manner you handled X? How did it compare with the manner you deal with this in existent life? The purpose is to discourse what has happened in the function and what they have learned. Finally, do non bury to thank and praise the participants for their attempts. Example of function drama: We can play the picture where the characters are making something. The pupils watch it and so can reiterate some duologues. Then the instructor divides pupils into groups and they play the characters from the film dawdler, but extend the duologues harmonizing to their ain phantasy. After rectification and treatment they play the same scene once more. Simulation is defined as a world of map in a fake and structured environment. A simulation has three features: A world of map which means the participants in a simulation must step inside the function they have accepted and act consequently. A fake environment where there is no contact with the existent universe. A structured environment where the participants have all the facts and information provided for them.[ 6 ] Simulations have been used in many countries of preparation and instruction, such as the ground forces or in concern surveies. But in whatever country, linguistic communication is the tool used for communicating and Jones claim that simulation and linguistic communication are â€Å" virtually inseparable † . Simulation in ELT motivates scholars because simulation activities give them a opportunity to be involved in linguistic communication usage. It allows everyone to take part and even when errors are made, the instructor does non interfere. It gives chance for meaningful pattern of linguistic communication because most simulations involve interaction, either verbal or non-verbal, in spoken or written signifier. Well – planned simulations that are relevant to the scholars will surely promote earners to desire to finish the undertakings. The realistic ambiance in simulation is achieved through the careful readying of the stimulus stuff. Students take functions where the y behave as people in a wider assortment state of affairss which are close to existent life. Simulation encourages creativeness although it begins with information given to scholars. They need to be clever to bring forth the thought and to finish the simulation. Example of simulation: Title: To do a command 5 participants ( each pupil is given a function card with some information about a function and with counsel what to make: Finance Manager, Factory Manager, Gross saless Manager, Office Manager, and Director ) Situation: The company is doing available RM 10A 000 for upgrading merely one of the four sections. Each section is under the leading of a director ( as in the above ) . Each section is allowed to do a command for the amount of money saying the ground the money is needed. The Director will so make up one's mind the successful bidder. Language maps: Explaining, justifying, supporting, opposing. Time: 1 hr lesson Students are divided in groups of 5. At the terminal of the lesson, the Director studies on the determination for each group.GamesNot merely do many grownups enjoy games, but linguistic communication games really accelerate larning in a figure of ways. It is perfectly critical that big pupils know why they are utilizing a peculiar game, what specific mark grammar or vocabulary are they rehearsing, or what accomplishment are they reenforcing by utilizing the game. If pupils know and understand why they are making a peculiar activity they will be much more inclined to collaborate and bask the acquisition. Learning through merriment activities relaxes pupils and makes the schoolroom atmosphere much more supportive for scholars. Using adequate assortment in the type of activity or game will convey all four acquisition manners into drama: auditory, ocular and kinesthetic. Using games allows your pupils to acquire the most out of lesson clip, by passing it talking English. There are some links where you can happen a batch of games for grownup English scholars: www.teachingenglishgames.com www.ELTgames.com The of import advantage of all above mentioned activities is that they are wholly active methods of larning. Another benefit is that their existent value is frequently in the societal accomplishments they teach.6.3. Undertaking Workâ€Å" State me and I forget. Show me and I remember. Involve me and I understand † ( Chinese adage ) Undertaking work is a agency of communicating and enjoyment based on the combination of theory and pattern. A undertaking is an drawn-out piece of work on a peculiar subject where the content and the presentation are determined chiefly by the scholars. Students work in groups to work out disputing jobs that are reliable and frequently interdisciplinary. Learners decide how to near a job and what activities to prosecute. It can be used at every degree from absolute novice to progress. There can be involved all scholars mixed in ability, assurance and experience. The undertakings are really originative. The writers of the undertakings gather information from a assortment of beginnings and synthesise, analyze, and derive cognition from it and so set all the parts together to organize a consistent presentation. It is based on studentsA? demands and involvements. The instructor ‘s function is to steer and rede, instead than to direct and pull off pupil work. How to get down? Teach your pupils how to make undertaking work. Get down with concrete, small-scale activities. Decide the presentation signifier and the standards for its rating. Undertakings need to be seen or read so be after the last undertaking session as a presentation. Types of undertakings: Production undertaking Performance undertaking Collection undertakings Informational undertakings Orientation undertakings Social public assistance undertakings. Each undertaking needs to be evaluated. You can utilize a simple undertaking rating study, which remarks on facets of the undertaking such as content, design, linguistic communication work and besides evaluates the unwritten presentation phase of the undertaking. It can be discussed with all pupils from the category or group. Advantages of undertaking work are: It increases motive because all scholars are personally involved All four accomplishments – reading, composing, listening and talking are integrated Learning outcome – pupils have an concluding merchandise Undertaking is an reliable undertaking and therefore the linguistic communication input is more reliable There are developed interpersonal dealingss through working in a group It is learner centred – contend and methodological analysis can be decided between the scholars and the instructor A interruption from everyday.[ 7 ]6.4. DiscussionDiscussion is the prototypic learning method for active acquisition because it encourages pupils to detect solutions and develop critical thought abilities. . Discussion allows scholars to be active and experience personal contact. During treatment all participants speak to each other, explore, exchange positions, and larn from each other, pupils from instructor, instructor from pupils. Discussion is a state of affairs where pupils and instructor can and make do an unfastened, equal and personal response to a book, current societal job, manner, movies, political relations etc. which needs reading to take it beyond a factual statement. In a good treatment most members of the group experience willing able to talk when appropriate. Even in group where everybody contributes, there will be people who talk more than others. Dominant members of groups are frequently able and energetic people, whose enterprise can be used for other group membe rs, either in the thoughts they contribute to general treatment, or in some particular assignments, excess research or short talks they can set about. Silent member or people who speak seldom in a treatment can be soundless as a manner of demoing disapproval of what the remainder of group are stating or they can be diffident, diffident or lazy or because they prefer to listen to other people instead than to speak themselves. Problems of over-dominant and excessively soundless pupils can be solved by dividing the group into smaller groups for some portion of the category clip. Peoples who ne'er speak in the big group can state a batch in the smaller 1. Before treatment you can promote your pupil to fix for it. They can believe about a subject, read some stuffs and write notes and remarks. It is normal that for the first twosome of proceedingss the treatment is slow and hard to pull off, but if your pupils are prepared for it and you create a friendly atmosphere it can shortly warm up. If your purpose is a treatment which involves everyone, it is of import to run chairs in a circle, as that is the lone manner people can see or turn to each other easy than in sitting lecture- manner in consecutive lines.[ 8 ]DecisionIn decision, learning grownups should be different from learning kids and striplings. As we said, instructors of grownups should utilize a different manner of learning which is based on the theory of andragogy which suggest that grownups expect learner – centred scenes where they can find their ain ends and form their acquisition harmonizing to their present life demands. The learning techniques should be chosen wi th respect to demands of all scholars. We should see what attack and methods seem to be appropriate for our pupils. We have to esteem our pupils different larning manners, we should promote them, actuate them and give them a proper feedback. When our pupils know that the instruction procedure benefits them pragmatically, they will execute better, and the benefits will be longer enduring. Good instructors of grownups take all of these factors into history. Beyond learning your topic, you have the chance to animate assurance and passion in another human being. This is your challenge as a instructor of grownups.

Alice Bingham Yvonne Essay

Understand how to safeguard the well-being of children young people 1. 1- Outline the current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people- Children’s Act 1989 and 2004- If there are children that are being accommodated by the Local Authority, then this all comes under the Children Act 1989. There are six beliefs within the Children Act 1989: * The best place for children to be looked after is within their own homes. * The welfare of the child is the paramount consideration. Parents should continue to be involved with their children and any legal proceedings that may concern them, and that legal proceedings should be necessary in most instances. * The welfare of children should be promoted by partnership between the family and the Local Authority. * Children should not be removed from their family, or contact terminated, unless it is absolutely necessary to do so. * The child’s needs arising from race, culture, religion and language must be taken into account. http://www. devon. gov. uk- online 03-02-2012 The Children’s Act 1989 is a law that relates to children to provide for the local authority services that provide for children in need and others. The law is there to put in place of the respect of children’s homes, community homes, voluntary homes and voluntary organisations. Fostering, child minding, adoption and day care for young children is related to this law in a way that the Children’s Act 1989 helps in these areas. The Children’s Act 1989 introduced the concept of parental responsibility. This act aimed to ensure that children’s welfare was dominant, whilst working in partnership ith the parents/carers. It is there to strengthen the child’s legal position, to give the child legal rights, feelings and wishes. The Children’s Act 1989 was then updated to The Children’s Act 2004 to ensure that children’s lives are further improved, and gives the foundation of ‘Every Child Matters’. The Act was updated to 2004 because of the Victoria Climbie case in February 2000. As a result the 1989 act was not up to the standard it should have been, children were not looked out for in a way that should have been done by social workers and the local authority. In 1998 Victoria was seven years old when her mum sent her to live with her aunt as she thought it would be a better life for her daughter. In 1999 Victoria’s aunt meets a man called Carl Manning and they both move into his house from the hostel they were living in. Within days of moving into Manning’s house Victoria suffers abuse from the hands of Carl Manning. Soon after Victoria was sent to hospital, but was discharged from there as they believed that the injuries were self inflicted by Victoria herself, picking at scabs and sores. The doctor contacted child protection, and then later on cancelled a home visit because of the hearing on scabies on Victoria. Victoria’s aunt told child protection and the social services that she poured hot water on to herself, and was hurting herself. Carl Manning forced Victoria to sleep in a bin liner in the bath every night at his flat. In 2000 Victoria is rushed to the hospital again suffering from malnutrition and hypothermia. Doctor’s later transfer her to intensive care at another hospital, and on the 25th February 2000 Victoria was declared dead at 3:15 pm. Victoria’s body was examined and they found about 128 injuries and scars. The Children’s Act 1989 and 2004 link to child protection as the protection of children underpins different sections of the act. Within section 47 the local authority including different agencies like social workers, child protection and SENCO are able to look into and investigate if they feel there are concerns where a child has suffered or suffers from harm. Section 31 and 38 are where the local authority including social workers, child protection and other agencies are able to apply for interim care orders for the child to put the child at their best possible care as possible. Working Together to Safeguard Children 2006- Working together to safeguard children 2006 sets out how organisations and individuals should work together to safeguard and promote the welfare of children and young people in accordance with the Children’s Act 1989 and the Children’s Act 2004. It is important that all practitioners within settings and environments looking and caring after children and young people must know their responsibilities and duties in order to safeguard and promote the welfare of children and young people, following their legislations, policies and procedures. Every Child Matters- Every Child Matters was published in 2003 by the government because of the death of Victoria Climbie. There are five outcomes that are key to children and young people’s wellbeing, these are: * Be healthy. * Stay safe. * Enjoy and achieve. * Make a positive contribution. * Achieve economic well-being. The main focus areas are early intervention, a shared sense of responsibility, information sharing and integrated front line services. CRB’s- CRB stands for Criminal Records Bureau. The CRB check searches your details against criminal records and other sources including the Police National Computer. The check may reveal convictions, cautions, reprimands and warnings. Anybody working with children and young people will have to have a CRB to ensure they are legible to work and be responsible for children and young people. If you are volunteering working with children or a student, you must still have a CRB check done on you to ensure you are not there to harm anyone or the children and young people. Vetting and barring scheme- The vetting and barring scheme was created to help safeguard children and vulnerable adults by introducing new measures including monitoring and registration requirements following the Bichard inquiry. Explain child protection within the wider concept of safeguarding children and young people- * Health and Safety policy- * Outings policy- * Risk assessments policy- * Safeguarding children policy- I will include and write this question when I get the information from my folder at college on Friday and will the send you the extra bit to this question during the half term. Sorry I will include and write this question when I get the information from my folder at college on Friday and will the send you the extra bit to this question during the half term. Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people- There are many policies and procedures within the setting that cover the range of safeguarding children and young people, some of these policies are, Health and Safety policy, Outings policy and Safeguarding policy. These policies are put in place to ensure that all children and young people are cared for in the way they should be. The children and young people’s health and safety are important as well as safeguarding and promoting the welfare of the children within the setting or environment. Social workers have to implement local procedures in working to together, for example, social care department includes South end, Essex and Thurrock, and these all have SET procedures which are how locally you implement procedures such as Working Together to Safeguard Children 2006. In all cases there will be a serious case review that is carried out to investigate as to how the serious case happened and how it can be changed next time. Serious case reviews have evidenced failures in safeguarding children, lack of professionals working together and children not being seen. As a result of this three serious cases have occurred of some years, these are, the Victoria Climbie case, Bichard case and the Baby P case. Changes in policies and procedures, and Working Together to Safeguard Children has been implemented to ensure that no other cases happen like this again or are at a slight chance of happening again as there have been new acts and procedures implemented to ensure this does not happen. Nurseries and environments have to ensure they have policies and procedures and training to protect and safeguard the children and young people to the best of their knowledge and to ensure they is no risk of any harm coming to a child or young person. 1. 4- Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice- Inquiries and serious case reviews can be carried out at many different times and for many different reasons as to what has occurred or what has been occurring. If there happens to be a serious case within the practice or setting then social workers and child protection have the duty to investigate under section 47 of the Children’s Act 1989. There would be a referral from the nursery or setting to social care and then social workers, child protection key workers and relevant assessment teams will get involved to investigate the case and when and how the inquiry has happened. The procedures for completing an investigation are followed under section 47 of the Children’s Act 1989 and 2004. 1. 5- Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing- The Data Protection Act 1998 came into force early in 1999 and covers how information and details about individuals including children and young people are kept. The Data Protection Act is required and all organisations, environments and settings must ensure that all information and details about the children and young people and their families are kept well out of the way filed away or locked away to ensure that no person apart from practitioners are able to have access or see the information. Within my setting every child has their own folder which contains all the information and details about them and their families, these folders are kept in each of he rooms on shelving units but are covered up by a sheet which is over them to cover them up. This ensures that no individual coming into the setting can visibly see them and so will not know they are there. All confidential information is also kept on the computer and in filing cabinets locked within the manager’s office. Parents and carers of the children are able to see the information and details if they want to, but have to ensure they ask a practitioner to get the folder of information for them to ensure that do not look at another child’s information by mistake. I will include and write about these two policies when I get them from my folder at college on Friday and will the send you the extra bit to this question during the half term. Sorry I will include and write about these two policies when I get them from my folder at college on Friday and will the send you the extra bit to this question during the half term.

NaNoWriMo †What It Is and Why You Should Join In

NaNoWriMo – What It Is and Why You Should Join In NaNoWriMo – What It Is and Why You Should Join In NaNoWriMo – What It Is and Why You Should Join In By Ali Hale If you’re an aspiring novelist, but have yet to write your masterpiece, you might want to consider joining in with NaNoWriMo. Say what? NaNoWriMo is short for â€Å"National Novel Writing Month† (though, technically, it’s international). Every November, writers around the world join in a fiction-writing frenzy, aiming to produce a 50,000 word novel in just 30 days. This year is the tenth NaNoWriMo, so it’s a great time to get on board if you’ve always wanted to write a novel, but have never quite got around to it. Are you up for the challenge? You can find out everything you could possibly want to know on the NaNoWriMo website, but here’s the quick run-down for those of you who’re in a hurry†¦ How it Works The rules are pretty straightforward. The basics are that: You shouldn’t start your novel before November 1st You can send your novel to the site (it’s not stored anywhere or read, don’t worry) for word count validation You can’t collaborate with someone else to produce the 50,000 words – but if you get your friends involved writing their own novels, that’s great! You can write your novel on a computer or with pen and paper, but you obviously won’t be able to validate the wordcount if you’re using pen and paper†¦ You need to be over 13 to register on the NaNoWriMo site. Under 18s (including kids under 13) can register for the Young Writers’ version. Facts and Figures 50,000 words in 30 days is 1,667 words a day. If you look at it like that, it’s a challenging but achievable target. Depending on how fast you write, that’s probably 1 – 2 hours work. Last year, over 100,000 people signed up†¦ †¦and 15,000 â€Å"won† by completing 50,000 words by midnight on November 30th. Ali’s Tips I did NaNoWriMo last year, along with my boyfriend Paul and our mutual friend Nick. We all â€Å"won† by completing our novels by the end of the month. (Though I was the first to reach the 50,000 word target†¦) It was a great experience, and I did try to finish and redraft my novel earlier this year, but eventually decided it was better seen as â€Å"practice† than a piece that would be worth further work. I’d definitely recommend: Buy and read the excellent book No Plot? No Problem! by the founder of NaNoWriMo, Chris Baty it’s a great guide to writing a book in a month, and it’s also incredibly funny. Get a partner, housemate or friend involved. It especially helps if the people who live with you understand why â€Å"making today’s wordcount† is more important than cooking dinner†¦ Competing against your friends and loved ones will really spur you on through the tough spots. Don’t worry about the quality of your writing, just focus on getting to that 50,000 word target. (NaNoWriMo is not the best time to work on that wonderful idea you’ve been brooding over for years – try picking something new. If you care about it too much, you’ll get over-perfectionist.) Get as far ahead as you can in the first week †¦ it’s awful playing catch-up later on. If you have a full-time job, try getting up early to write before work (my tactic) or writing through your lunch-hour (Nick’s tactic); it’s a lot easier than trying to pound out words in the evening when you’re tired. If you’re a student, try writing in your library (Paul’s tactic); you won’t have distractions like TV, computer games and the fridge nearby†¦ Finishing a novel is a fantastic feeling †¦ and it’s something that most people in the world will never do, even those who want to be writers. NaNoWriMo 2018 update We are getting close to this great month again. If youre going to participate, I recommend that you take a look at a post from the Reedsy guys with 41 tips to win it. Have you ever done NaNoWriMo? How did you get on? Will you be taking part this year? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†Social vs. SocietalThe Difference Between "Un-" and "Dis-"

Some Animals Can Adapt or Mutate for Survival

Some Animals Can Adapt or Mutate for Survival An adaptation is a physical or behavioral characteristic that has developed to allow an organism to better survive in its environment. Adaptations are the result of evolution  and may occur when a gene mutates or changes by accident. That mutation causes the organism to better survive and reproduce, and it passes on that trait to its offspring. It can take many generations to develop an adaptation. Examples of Physical Adaptations One physical adaptation used in the intertidal zone is a crabs hard shell, which protects it from predators, drying out, and being crushed by waves. One example of behavioral adaptation in the oceans is the use of loud, low-frequency calls by fin whales to communicate with other whales over great distances. Other physical adaptations that have been structurally modified may include webbed feet, sharp  claws and large beaks. Other changes made to a part of the body could be wings/flying, feathers, fur, or scales. Ways Behavioral Changes Occur Behavioral adaptations include an animals actions, which typically are in response to an external stimulus. Several of these may include what an animal is capable of eating, how they move, or the way they protect themselves. Take squirrels as an example of a behavioral adaptation. Squirrels, woodchucks, and chipmunks are able to hibernate for up to 12 months, often consuming plenty of food in preparation for winter. In this scenario, these small animals have found a way to evolve in a season to protect themselves from harsh weather conditions, preserving food, and their environment. Interesting Animal Adaptations The maned wolf (pictured above) is part of the canid family but is only a distant relative. The theory says their legs evolved to survive the tall grasslands of South America.The gerenuk can stand taller above the rest of the antelope species, which offers them a special feeding opportunity. There are over ninety-one species of antelope, creating plenty of competition amongst them.The tufted deer from China has fangs hanging from their mouths that are typically used in mating fights between males. Most deer do not possess this unique adaptation. A True Advantage The ability for mammals to adapt throughout the planet is part of why we have so many diverse animals existing today in our lands, seas, and skies.  Animals can protect themselves from predators and adapt to new environments through adaptations and mutations, unlike human beings. For example, animals that are camouflaged often have colorations or patterns that can assist them in blending in with their surroundings. This will benefit them in the long run, quite literally, when it comes to predators. Mutations may also take place through a change in DNA. What a living mammal is born with may change how it grows and what it can do over time.  Through these possibilities can animals have a larger opportunity to survive their dangerous environments and continue the circle of life by having offspring. This is the process known as natural selection.

Managing Diversity Essay Example | Topics and Well Written Essays - 750 words

Managing Diversity - Essay Example ze my environmental footprint by generating less trash, burning less oil, and wisely utilizing the resources, including the Earth’s water supply, that I have at my disposal. In a word – no. Deadlines themselves are put in place as a means to ensure that the process is both fair and equitable to all parties involved. As was the case with Broward Taxi Company, the firm was able to submit their documentation for a very long period of time; however, they procrastinated on this until the last possible moment and ultimately had to face the consequences of failing to meet such a deadline. Thought he extenuating circumstances of the monopolistic competition that exists within the Ft. Lauderdale taxi industry are disheartening, the fact remains that the deadline was missed and according to procedure the firm is no longer able to compete within the market for the following calendar year. A sense of inequality would likely exist between the shareholders that followed procedure due to the fact that they did all that was necessary but the latecomer was able to submit after the deadline without any penalty whatsoever; thereby making the deadline itself all but superfluous. As one might assume, different cultures throughout the world place a different emphasis on the importance of being timely and meeting deadlines. Although there is always room for a degree of acceptance and cultural accommodation, the fact of the matter is that when it comes to deadlines the rules cannot be bent for mere cultural reasons due to the fact that this would represent an inequality and unfair practice across the board to all shareholders involved. No, simple disagreement with a process in and of itself does not mean that it is somehow unfair. Moreover, a process does not have to necessarily be unfair if it does not meet the needs of the individual or group in question. Fairness is not a determinant of convenience; rather, it is a measurement of equality among all individuals or groups