Zoe’s Tale PART I Chapter Five

There was a tap on my door, a rat-a-tat that I gave Hickory to use when I was nine, when I made it a secret member of my secret club. I made Dickory a secret member of an entirely different secret club. Same with Mom, Dad and Babar. I was all about the secret clubs when I was nine, apparently. I couldn't even tell you what the name of that secret club was now. But Hickory still used the knock whenever my bedroom door was closed. â€Å"Come in,† I said. I was standing by my bedroom window. Hickory came in. â€Å"It's dark in here,† it said. â€Å"That's what happens when it's late and the lights are out,† I said. â€Å"I heard you walking about,† Hickory said. â€Å"I came to see if you needed anything.† â€Å"Like a warm glass of milk?† I said. â€Å"I'm fine, Hickory. Thank you.† â€Å"Then I'll leave you,† Hickory said, backing out. â€Å"No,† I said. â€Å"Come here a minute. Look.† Hickory walked over to stand next to me at the window. He looked where I pointed, to two figures in the road in front of our house. Mom and Dad. â€Å"She has been out there for some time,† Hickory said. â€Å"Major Perry joined her a few minutes ago.† â€Å"I know,† I said. â€Å"I saw him walk out.† I heard her walk out, too, about an hour earlier; the squeaking of the springs on the screen door had gotten me out of bed. I hadn't been sleeping, anyway. Thinking about leaving Huckleberry and colonizing somewhere new was keeping my brain up, and then made me pace around. The idea of leaving was sinking in. It was making me twitchier than I thought it would. â€Å"You know about the new colony?† I asked Hickory. â€Å"We do,† Hickory said. â€Å"Lieutenant Sagan informed us earlier this evening. Dickory also filed a request to our government for more information.† â€Å"Why do you call them by their rank?† I asked Hickory. My brain was looking for tangents at the moment, it seemed, and this was a good one. â€Å"Mom and Dad. Why don't you call them ‘Jane' and ‘John' like everyone else?† â€Å"It's not appropriate,† Hickory said. â€Å"It's too familiar.† â€Å"You've lived with us for seven years,† I said. â€Å"You might be able to risk a little familiarity.† â€Å"If you wish us to call them ‘John' and ‘Jane,' then we will do so,† Hickory said. â€Å"Call them what you want,† I said. â€Å"I'm just saying that if you want to call them by their first names, you could.† â€Å"We will remember that,† Hickory said. I doubted there would be a change in protocol anytime soon. â€Å"You'll be coming with us, right?† I asked, changing the subject. â€Å"To the new colony.† I hadn't assumed that Hickory and Dickory would not be joining us, which when I thought about it might not have been a smart assumption. â€Å"Our treaty allows it,† Hickory said. â€Å"It will be up to you to decide.† â€Å"Well, of course I want you to come,† I said. â€Å"We'd just as soon leave Babar behind than not take you two.† â€Å"I am happy to be in the same category as your dog,† Hickory said. â€Å"I think that came out wrong,† I said. Hickory held up a hand. â€Å"No,† it said. â€Å"I know you did not mean to imply Dickory and I are like pets. You meant to imply Babar is part of your household. You would not leave without him.† â€Å"He's not just part of the household,† I said. â€Å"He's family. Slobbery, sort of dim family. But family. You're family, too. Weird, alien, occasionally obtrusive family. But family.† â€Å"Thank you, Zoe,† Hickory said. â€Å"You're welcome,† I said, and suddenly felt shy. Conversations with Hickory were going weird places today. â€Å"That's why I asked about you calling my parents by rank, you know. It's not a usual family thing.† â€Å"If we are truly part of your family, then it is safe to say it's not a usual family,† Hickory said. â€Å"So it would be hard to say what would be usual for us.† This got a snort from me. â€Å"Well, that's true,† I said. I thought for a moment. â€Å"What is your name, Hickory?† I asked. â€Å"Hickory,† it said. â€Å"No, I mean, what was your name before you came to live with us,† I said. â€Å"You had to have been named something before I named you Hickory. And Dickory, too, before I named it that.† â€Å"No,† it said. â€Å"You forget. Before your biological father, Obin did not have consciousness. We did not have a sense of self, or the need to describe ourselves to ourselves or to others.† â€Å"That would make it hard to do anything with more than two of you,† I said. â€Å"Saying ‘hey, you' only goes so far.† â€Å"We had descriptors, to help us in our work,† Hickory said. â€Å"They were not the same as names. When you named Dickory and me, you gave us our true names. We became the first Obin to have names at all.† â€Å"I wish I had known that at the time,† I said, after I took this in. â€Å"I would have given you names that weren't from a nursery rhyme.† â€Å"I like my name,† Hickory said. â€Å"It's popular among other Obin as well. ‘Hickory' and ‘Dickory' both.† â€Å"There are other Obin Hickorys,† I said. â€Å"Oh, yes,† Hickory said. â€Å"Several million, now.† I had no possible intelligible response to that. I turned my attention back to my parents, who were still standing in the road, entwined. â€Å"They love each other,† Hickory said, following my gaze. I glanced back at it. â€Å"Not really where I was expecting the conversation to go, but okay,† I said. â€Å"It makes a difference,† Hickory said. â€Å"In how they speak to each other. How they communicate with each other.† â€Å"I suppose it does,† I said. Hickory's observation was an understatement, actually. John and Jane didn't just love each other. The two of them were nuts for each other, in exactly the sort of way that's both touching and embarrassing to a teenage daughter. Touching because who doesn't want their parents to love each other, right down to their toes? Embarrassing because, well. Parents. Not supposed to act like goofs about each other. They showed it in different ways. Dad was the most obvious about it, but I think Mom felt it more intensely than he did. Dad was married before; his first wife died back on Earth. Some part of his heart was still with her. No one else had any claim on Jane's heart, though. John had all of it, or all of it that was supposed to belong to your spouse. No matter how you sliced it, though, there's nothing either of them wouldn't do for each other. â€Å"That's why they're out here,† I said to Hickory. â€Å"In the road right now, I mean. Because they love each other.† â€Å"How so?† Hickory asked. â€Å"You said it yourself,† I said. â€Å"It makes a difference in how they communicate.† I pointed again to the two of them. â€Å"Dad wants to go and lead this colony,† I said. â€Å"If he didn't, he would have just said no. It's how he works. He's been moody and out of sorts all day because he wants it and he knows there are complications. Because Jane loves it here.† â€Å"More than you or Major Perry,† Hickory said. â€Å"Oh, yeah,† I said. â€Å"It's where she's been married. It's where she's had a family. Huckleberry is her homeworld. He'd say no if she doesn't give him permission to say yes. So that's what she's doing, out there.† Hickory peered out again at the silhouettes of my parents. â€Å"She could have said so in the house,† it said. I shook my head. â€Å"No,† I said. â€Å"Look how she's looking up. Before Dad came out, she was doing the same thing. Standing there and looking up at the stars. Looking for the star our new planet orbits, maybe. But what she's really doing is saying good-bye to Huckleberry. Dad needs to see her do it. Mom knows that. It's part of the reason she's out there. To let him know she's ready to let this planet go. She's ready to let it go because he's ready to let it go.† â€Å"You said it was part of the reason she's out there,† Hickory said. â€Å"What's the other part?† â€Å"The other part?† I asked. Hickory nodded. â€Å"Oh. Well. She needs to say good-bye for herself, too. She's not just doing it for Dad.† I watched Jane. â€Å"A lot of who she is, she became here. And we may never get back here. It's hard to leave your home. Hard for her. I think she's trying to find a way to let it go. And that starts by saying good-bye to it.† â€Å"And you?† Hickory said. â€Å"Do you need to say good-bye?† I thought about it for a minute. â€Å"I don't know,† I admitted. â€Å"It's funny. I've already lived on four planets. Well, three planets and a space station. I've been here longest, so I guess it's my home more than any of the rest of them. I know I'll miss some of the things about it. I know I'll miss some of my friends. But more than any of that†¦ I'm excited. I want to do this. Colonize a new world. I want to go. I'm excited and nervous and a little scared. You know?† Hickory didn't say anything to this. Outside the window, Mom had walked away a little from Dad, and he was turning to head back into the house. Then he stopped and turned back to Mom. She held out her hand to him. He came to her, took it. They began to walk down the road together. â€Å"Good-bye, Huckleberry,† I said, whispering the words. I turned away from the window and let my parents have their walk.

Final exam Essay

SAINT PETER’S UNIVERSITY SCHOOL OF NURSING NU 304 NX FINAL EXAMINATION SPRING 2014 1. When the immunoglobulin crosses the placenta, what type of immunity does the fetus receive? a. Active b. Passive c. Innate d. Cell-mediated 2. The predominant antibody of a typical primary immune response is: a. IgG b. IgM c. IgA d. IgE 3. While planning care, a nurse recalls seasonal allergic rhinitis is expressed through: a. IgE-mediated reactions b. Tissue-specific reactions c. Antigen-antibody complexes d. Type II hypersensitivity reactions 4. When histamine is released in the body, which of the following responses would the nurse expect? a. Bronchial dilation b. Edema c. Vasoconstriction d. Constipation 5. When thought content and arousal level are intact but a patient cannot communicate, the patient has: a. Cerebral death b. Locked-in syndrome c. Dysphagia d. Cerebellar motor syndrome 6. A 65-year-old male recently suffered a cerebral vascular accident. He is now unable to recognize and identify objects by touch because of injury to the sensory cortex. How should the nurse document this finding? a. Hypomimesis b. Agnosia c. Dysphasia d. Echolalia 7. A 69-year-old male with a history of alcohol abuse presents to the emergency room (ER) after a month-long episode of headaches and confusion. Based on his alcoholism, a likely cause of his neurologic symptoms is: a. Concussion b. Chronic subdural hematoma c. Epidural hematoma d. Subacute subdural hematoma 8. _____ are most at risk of spinal cord injury from minor trauma. a. Infants b. Men c. Women d. The elderly 9. Six weeks ago a female patient suffered a T6 spinal cord injury. She then developed a blood pressure of 200/120, a severe headache, blurred vision, and bradycardia. What does the nurse suspect the patient is experiencing? a. Extreme spinal shock b. Acute anxiety c. Autonomic hyperreflexia d. Parasympathetic areflexia 10. A 23-year-old female begins having problems with tiredness, weakness, and visual changes. Her diagnosis is multiple sclerosis (MS). What is occurring in the patient’s body? a. Depletion of dopamine in the central nervous system (CNS) b. Demyelination of nerve fibers in the CNS c. The development of neurofibril webs in the CNS d. Reduced amounts of acetylcholine at the neuromuscular junction 11. Which statement by a patient indicates teaching was successful regarding myasthenia gravis? Myasthenia gravis results from: a. Viral infection of skeletal muscle b. Atrophy of motor neurons in the spinal cord c. Demyelination of skeletal motor neurons d. Autoimmune injury at the neuromuscular junction 12. If a patient’s posterior pituitary is removed, which hormone would the nurse expect to decrease? a. PRF b. ADH c. ACTH d. GH 13. If a patient had a problem with the adrenal medulla, which of the following hormones should the nurse monitor? a. Cortisol b. Epinephrine c. Androgens d. Estrogens 14. When catecholamines are released in a patient, what should the nurse assess for? a. Nutrient absorption b. Fluid retention c. Hypotension d. Hyperglycemia 15. A 45-year-old female has elevated thyroxine production. Which of the following would accompany this condition? a. Increased thyroid-releasing hormone (TRH) b. Increased anterior pituitary stimulation c. Decreased T4 d. Decreased thyroid-stimulating hormone (TSH) 16. A 54-year-old patient with pulmonary tuberculosis (lung infection) is evaluated for syndrome of inappropriate ADH secretion (SIADH). Which of the following electrolyte imbalances would be expected in this patient? a. Hyponatremia b. Hyperkalemia c. Hypernatremia d. Hypokalemia 17. A 22-year-old male is admitted to the intensive care unit with a closed head injury sustained in a motorcycle accident. The injury has caused severe damage to the posterior pituitary. Which of the following complications should the nurse anticipate? a. Dilutional hyponatremia b. Dehydration from polyuria c. Cardiac arrest from hyperkalemia d. Metabolic acidosis 18. While checking the lab results for a patient with Graves disease, the nurse would check the T3 level to be abnormally: a. Low b. High c. Variable d. Absent 19. A 19-year-old female with type 1 DM was admitted to the hospital with the following lab values: serum glucose 500 mg/dl (high), urine glucose and ketones 4+ (high), and arterial pH 7.20 (low). Her parents state that she has been sick with the â€Å"flu† for a week. Which of the following statements best explains her acidotic state? a. Increased insulin levels promote protein breakdown and ketone formation. b. Her uncontrolled diabetes has led to renal failure. c. Low serum insulin promotes lipid storage and a corresponding release of ketones. d. Insulin deficiency promotes lipid metabolism and ketone formation. 20. A patient with Addison disease has weakness and easy fatigability. A nurse recalls this is due to: a. Hyperkalemia b. Hypoglycemia c. Hypocortisolism d. Metabolic acidosis 21. A nurse wants to determine if there is kidney dysfunction in a patient with diabetes. Which of the following is the earliest manifestation? a. Polyuria b. Glycosuria c. Microalbuminuria d. Decreased glomerular filtration 22. Which condition will cause a patient to secrete erythropoietin? a. Low blood pressure b. Hypercarbia c. Inflammation d. Hypoxia 23. While planning care for a patient with urinary problems, the nurse recalls that the renin-angiotensin system will be activated by: a. Increased blood volume b. Elevated sodium concentrations c. Decreased blood pressure in the afferent arterioles d. Renal hypertension 24. A 55-year-old male presents reporting urinary retention. Tests reveal that he has a lower urinary tract obstruction. Which of the following is of most concern to the nurse? a. Vesicoureteral reflux and pyelonephritis b. Formation of renal calculi c. Glomerulonephritis d. Increased bladder compliance 25. A 15-year-old male was diagnosed with pharyngitis. Eight days later he developed acute glomerulonephritis. While reviewing the culture results, which of the following is the most likely cause of this disease? a. Klebsiella b. Human immunodeficiency virus (HIV) c. Genital herpes virus d. Group A ß-hemolytic streptococcus 26. A 30-year-old male is demonstrating hematuria with red blood cell casts and proteinuria exceeding 3 to 5 g/day, with albumin being the major protein. The most probable diagnosis the nurse will see documented on the chart is: a. Cystitis b. Chronic pyelonephritis c. Acute glomerulonephritis d. Renal calculi 27. A 54-year-old female is diagnosed with nephrotic syndrome. Which of the following is a common symptom of this disease? a. Hematuria b. Dysuria c. Oliguria d. Proteinuria 28. A 45-year-old female presents with hypertension, anorexia, nausea and vomiting, and anemia. She is diagnosed with chronic renal failure. When the patient asks what caused this anemia, how should the nurse respond? Your anemia is caused by: a. Red blood cells being lost in the urine b. Inadequate production of erythropoietin c. Inadequate iron absorption in the gut d. Red blood cells being injured as they pass through the glomerulus 29. A 50-year-old male is experiencing reflux of chyme from the stomach. He is diagnosed with gastroesophageal reflux. This condition is caused by: a. Fibrosis of the lower third of the esophagus b. Sympathetic nerve stimulation c. Loss of muscle tone at the lower esophageal sphincter d. Reverse peristalsis of the stomach 30. A 10-month-old is brought to the pediatrician by the mother who states the baby has been experiencing colicky pain followed by vomiting, sweating, nausea, and irritability. Testing reveals a condition in which one part of the intestine telescopes into another. From which type of intestinal obstruction is he suffering? a. Hernia b. Ileus c. Torsion d. Intussusception 31. A 54-year-old male is diagnosed with peptic ulcer disease. This condition is most likely caused by: a. Hereditary hormonal imbalances with high gastrin levels b. Breaks in the mucosa and presence of corrosive secretions c. Decreased vagal activity and vascular engorgement d. Gastric erosions related to high ammonia levels and bile reflux 32. A 39-year-old female with chronic intermittent pain in the epigastric area 2 to 3 hours after eating is diagnosed with a duodenal ulcer. Which of the following behaviors may have contributed to the development of the ulcer? a. Cigarette smoking b. Drinking caffeinated beverages c. Consuming limited fiber d. Antacid consumption 33. A 54-year-old male complains that he has been vomiting blood. Tests reveal portal hypertension. Which of the following is the most likely cause of his condition? a. Thrombosis in the spleen b. Cirrhosis of the liver c. Left ventricular failure d. Renal stenosis 34. A 60-year-old female with a history of alcoholism complains of recent weight gain and right flank pain. Physical examination reveals severe ascites. This condition is caused by decreased: a. Albumin and lack of cellular integrity b. Capillary filtration pressure c. Capillary permeability d. Antidiuretic hormone secretion 35. A 31-year-old female presents with midabdominal pain. She is expected to have acute pancreatitis. Which of the will be part of the treatment plan? (Select all that apply.) a. Narcotic analgesics b. Restriction of food intake c.Nasogastric suctioning d. Antibiotics e. IV fluids 36. Cholecystitis is inflammation of the gallbladder wall usually caused by: a. Accumulation of bile in the hepatic duct b. Obstruction of the cystic duct by a gallstone c. Accumulation of fat in the wall of the gallbladder d. Viral infection of the gallbladder 37. While planning care for a patient with an extradural hematoma, which principle should the nurse remember? The main source of bleeding in extradural (epidural) hematomas is: a. Arterial b. Venous c. Capillary d. Sinus 38. A 30-year-old white male recently suffered a cerebrovascular accident. Which of the following is the most likely factor that contributed to his stroke? a. Age b. Gender c. Diabetes d. Race 39. A 72-year-old male demonstrates left-sided weakness of upper and lower extremities. The symptoms lasted 4 hours and resolved with no evidence of infarction. The patient most likely experienced a(n): a. Stroke in evolution b. Arteriovenous malformation c. Transient ischemic attack d. Cerebral hemorrhage 40. A 25-year-old female presents to her primary care provider reporting fever, headache, nuchal rigidity, and decreased consciousness. She was previously treated for sinusitis. Which of the following is the most likely diagnosis? a. Aseptic meningitis b. Bacterial meningitis c. Fungal meningitis d. Nonpurulent meningitis 41. A patient is admitted with amyotrophic lateral sclerosis (ALS). Which classic assessment findings will support the diagnosis of ALS? a. Progressive dementia b. Muscle weakness and atrophy c. Severe paresthesias d. Autonomic dysfunctions 42. Which information indicates the nurse understands assessment findings of an aneurysm? a. A headache is the most common symptom b. The majority are asymptomatic c. Nosebleeds are an early symptom d. Epidural hemorrhage occurs in over 80% of patients 43. A 50-year-old male patient is deficient in ADH production. Which of the following assessment findings would the nurse expect to find? a. Increased blood volume b. Increased urine osmolality c. Increased urine volume d. Increased arterial vasoconstriction 44. Diabetes insipidus, diabetes mellitus (DM), and SIADH share which of the following assessment manifestations? a. Polyuria b. Edema c. Vomiting and abdominal cramping d. Thirst 45. A 22-year-old female has a low level of TSH. What condition does the nurse expect the patient is experiencing? a. Primary hypothyroidism b. Secondary hypothyroidism c. Autoimmune hypothyroidism d. Atypical hypothyroidism 46. A 45-year-old female with Graves disease underwent surgical removal of her thyroid gland. During the postoperative period, her serum calcium was low. The most probable reason for her low serum calcium is: a. Hyperparathyroidism secondary to Graves disease b. Myxedema secondary to surgery c. Hypoparathyroidism caused by surgical injury to the parathyroid glands d. Hypothyroidism resulting from lack of thyroid replacement 47. A 12-year-old female is newly diagnosed with type 1 DM. When the parents ask what causes this, what is the nurse’s best response? a. A familial, autosomal dominant gene defect b. Obesity and lack of exercise c. Immune destruction of the pancreas d. Hyperglycemia from eating too many sweets 48. When a nurse is assessing the physical features of individuals with Cushing syndrome, these findings will include: a. Weight loss and muscle wasting b. Truncal obesity and moon face c. Pallor and swollen tongue d. Depigmented skin and eyelid lag 49. A 45-year-old male complains of heartburn after eating and difficulty swallowing. He probably has: a. Pyloric stenosis b. Gastric cancer c. Achalasia d. Hiatal hernia 50. The primary causes of duodenal ulcers include (select all that apply): a. Consumption of spicy foods b. Nonsteroidal anti-inflammatory drugs (NSAIDs) c. H. pylori infection d. Trauma e. Side effects of antibiotics

I am happy Essay

I think, happiness lies in living a plain life within one’s own means. If you follow the dictum ‘cut you coat according to your cloth’ and live within your own means, you will not need to trouble your head to get a loan of money or to pay back loan. Besides, you will not be a parasite or a dependant on others and your free mind will bring you immense happiness. Happiness lies not only in the life of plain living but also in the life of high thinking. So, a saying goes on ‘plain living and high thinking’. If you live a life of high thinking the trifling worldly troubles will not disturb your mind. With your high mindedness and broad heartedness you will be able to excuse your small complaints and thereby you will be free from a lot of troubles. High-mindedness depends on plain living. If you do not be plain in your living you will fall in constant wants and you will become a self-seeker which will lead to low mindedness and meanness. So, in order to live a happy life, you should follow the dictum ‘Plain living and high-thinking’. Health of body and peace of mind are necessary for living a happy life. You can get health of body and peace of mind by following the principles of hygiene and ethics. Idleness, is the greatest enemy of happy life. So, you should cast off your idleness if any and do some useful and productive work. Adjustment, understanding, co-operation and tolerance are necessary for leading a happy life. So, also love, affection, sympathy and fellow feelings are necessary on your part for making your life happy. Now, I point out a very important thing for keeping a happy life. That is you cannot live happily if your neighbors are unhappy and sad. You cannot enjoy your full meal if a neighbors of your lies in starved condition. Conversely, if you find that your neighbors are happy, happiness will automatically come to your mind. So, my idea of happy life is that one should conduct in such a way and live in such a manner that his neighbors will not suffer in any way on one’s account. you should not hurt them either in mind or in person or in property. Besides, you should sincerely try to alleviate their sorrow. Here lies the true sustenance of one’s happy life. So, you should try to make others happy in order to live happy life for yourself. These are the sum  total of my idea of happy life.

A comparison cultures of the Irish Travellers in Ireland, Great Research Paper

A comparison cultures of the Irish Travellers in Ireland, Great Britain and the United States and the preservation of their customs and language - Research Paper Example The common heritage will be explored first in order to discern the connection between these geographically distinct groups. A comparison across cultures will be made for various cultural aspects such as language, religion, society etc. This will aid in discerning how well preserved the Diaspora cultures are in respect to the original culture. HISTORICAL CONNECTION AND ORIGINS The origins of the Irish Travellers have been mired in mystery. Myriad theories and ideas exist as to the origin of the travellers. (Helleiner, 2003) Most scholars hold that the Travellers descended from landowners and labourers who were persecuted by Oliver Cromwell during his military campaign in Ireland. The numbers are speculated to have increased as the famines of the 1840’s forced more settled Irish people to join the ranks of the travellers. Another alternative theory sees the Travellers as a mix of Scottish Travellers and certain other gypsies from England from somewhere around the 1600’s. An even older view persists that the Irish Travellers are derivatives of nomadic groups that roamed Ireland as far back as the 5th century. By the 12th century these nomads assumed the names of â€Å"Tynkler† and â€Å"Tynker†. (O Riain, 2008) A unified social system is seen to have emerged but the exact details of such a social system remain sketchy. The Irish Travellers were not and are not a highly learned group so historical records are neither stored nor transmitted. Gaps in each of the theories presented above indicate that no theory can be seen as a culmination of the origins. Instead, the Travellers can be seen as a dynamically changing social group. Various influences such as the ones presented above have impacted the group’s cultural outlook. Changes in transport aided the Travellers in crossing regular geographical boundaries. Consequently the travellers continued to move to Britain and North America till immigration laws allowed. The resulting groups in various geographical boundaries offer commonly shared and unique perspectives that are analysed below in context of a common culture. Baseline Irish Traveller Culture The Irish Travellers are not ethnically distinct from the Irish people. Instead, the Irish Travellers are actually derived from the Irish people. However, the culture of the Irish Travellers is distinct and distinguished from regular Irish culture. The cultural development of the Irish Travellers has more or less occurred in isolation from popular Irish culture. There are streaks of some other cultural influences as listed above. These cultural influences include Christianity, Roma gypsies and localised influences on the Irish Traveller Diaspora. (O hAodha & Acton, 2007) An overview of common cultural traits of the Irish Travellers are provided below which will be used as a baseline to evaluate newer cultural developments of the Diaspora. Profession As mentioned before, the Irish Travellers were known as â€Å"Tynkers† which represents the prime profession of the travellers. The travellers were traditionally repairmen for tin pots and pans. Given that pot repair is not a regular function, the travellers would move about the countryside from settlement to settlement to repair utensils. This tendency produced a nomadic character while the profession became the identity of the trav ellers. The travellers became distinguished tin smiths but the dearth of work in one place caused them to be on the move. It is also mused that the travellers would purchase animals, often old ones in order to fulfil their nourishments needs. Thus they were also known as â€Å"knackers† in relation to their animal purchases. (Okely, 1983) Dealing in horses was a speciality of the Travellers. They

Ebay website analysis Essay Example | Topics and Well Written Essays - 2500 words

Ebay website analysis - Essay Example It is not just a pioneer of the market but it can also be considered as a model of e-business. Together with he payment system Paypal, it has revolutionized commerce and has paved the way for other business, particularly retail and trading. However, together with the success that Ebay has been able to achieve is the realization that it needs to stay competitive and anticipate developments. In the last few years, there has been an abundance of other similar services on the internet, some even being sponsored by industry leaders such as MSN and Yahoo!. To be able to accomplish this, Ebay must be able to offer not only quality services but develop new ones based on the needs of its patrons. The purpose of this paper is to study Ebay and the current features and functionality of its auction website to learn its competencies and deficiencies. In doing so, the paper will be able to present ways to improve services or features that can enhance the experience of website users. The features recommended will be assessed considering their requirements for operation and the possible partners that the company can have to provide the services. Businesses on the web it is important that there is a thorough understanding of how buyers are motivated to buy. eBay's competitors such as those Figure 1 all have their specializations. Overstock, based in Cottonwood Heights, Utah that sells surpluses; uBid is a identical service with eBay selling directly by companies and those sold by pre-approved Certified Merchants; Oztion is an Australian version of eBay; and eBid is a online auction that has its own payment service called PPPay which is similar to eBay's PayPal. Consumers will consider status, security, comfort and quality to be the essential requirements of selecting a product or service and their perception of this is influenced by factors such as culture, politics, technology and economy. Buying decisions are motivated on maximizing profitability, reducing costs and enhancing productivity (Johansson, 2001). Business should offer products and services concentrate on marketing programs and materials that offer target markets what they need to be able to achieve their individual objectives. It is important to understand what motivates, perceptions and emotions of your buyers and in the case of eBay this entails providing them services and products they most want and need. eBay can accomplish this by developing materials that build awareness, convenience, and service. Goals of Ebay Ebay, Inc., owner of the eBay online auction website Marketplace and services states that their goal is "to pioneer new communities around the world built on commerce, sustained by trust, and inspired by opportunity". The company's eBay Marketplace serves to fulfill this objective by providing the a marketplace for the all internet users. Furthermore, they say that the eBay Marketplace "exists as an online trading platform that enables a global community of buyers and sellers to interact and trade" where the company has the objective to "create, maintain, and expand the functionality, safety, ease-of-use, and reliability of our trading platform while, at the same time, supporting the growth and success of our community of users". Content The company's

Quality Tools in Decision Making Research Paper Example | Topics and Well Written Essays - 750 words - 1

Quality Tools in Decision Making - Research Paper Example They exhibit the discrepancy of the production of a process with time, such as the width, temperature and length measurements. If they are fitting, then the process is believed to be in control, and the discrepancy between measurements, is measured standard random variation, which is inherent in the process. Nonetheless, when the variation is exterior of the limits, or it contains a dash or synthetic points, the process is measured to be past control. A control chart comprises of two graphs, upper and lower. These charts evaluate this difference against superior and lower limits to ascertain if it fits within the estimated, precise, predictable and standard variation phases. The assigned causes are correlated with variation because it is chief to statistical process control charts. The scope of variation in the method displays whether a process is working or performing as expected. When there is existence, which is large between the points identified, for the process to be exterior o f control, the variance can be resolved, to be because of synthetic or assignable causes (Cox, 2005). Strengths One of the integral strength of the control charts is that the process itself verifies the control perimeters. It is the process itself, which indicates what can and cannot be anticipated. In addition, these control boundaries are calculated automatically from the data acquired through the process, and they do not require to be calculated by hand (Cox, 2005). Additionally, the control charts indicates the abilities of a method that is in control. The outcomes of such a procedure can be correctly envisaged; thus, a person can clearly know what to anticipate from the process applied. In other cases, an organization’s needs, objectives and requirements are outside what the procedure is essentially proficient of producing. In this case, either the specifications should be altered to bout the abilities of the process or the process should be modified to result in the spe cifications within the limits of control (Latzko, 2006). Moreover, control charts assist in achieving and maintaining the stability of a process. The control charts enable a person to monitor the behavior of a person’s process in business and determine whether it is stable. Process stability involves a state whereby a process displays a certain degree of consistency in the past and is anticipated to progress doing the same in the future. Therefore, a control limit is critical in indicating limits of variation that it represents, which should be expected from a process in a situation of statistical control (Vallabhaneni, 2008). Weaknesses Sometimes control limits in a control chart are easily confused with specifications limits, which are representatives of the desired procedure performance. Furthermore, control charts are hectic and at times complicated to use, when data produced is not normally distributed, and, hence results in not producing a bell-curve form; thus making t he process an outside control, plus not being predictable. Therefore, in such a situation, ways must be searched for ensure that the process is guided into control. This may involve, for instance gathering data that are broad, which requires applying measurements, which result from various work shifts, which also contain varied process outcomes. This results into being cumbersome and complicated (Pham, 2006).

Press Release Assignment Example | Topics and Well Written Essays - 500 words

Press Release - Assignment Example It has come to our attention this morning that one of our directors in charge of finance has run away with her secretary. The two are not married to each other. Mr. Brown, the finance director, is a married man with two children while Mrs. Rivers, his secretary, is also a married woman with one child. Information availed to us from photos and background checks reveals that the two have been having a secret affair behind their spouses’ backs. This is said to have been going on for a couple of days now. The two love birds have left their families in dire need as they were the bread winners of their families. The second issue is that the two have run away with a substantial amount of money from the staff pension fund kitty. Save the family organization would like to express its stand that we do not encourage such behavior in the organization. The employee code of ethics stipulates that it is an offence for members of staff to have a have a romantic relationship at work as it compromises work and the family values that we advocate for. Secondly we would also like to say that we are conducting internal investigations at the moment to ascertain how the money was stolen by the finance director. Our organization only has three signatories to its accounts: the chief executive officer, the finance director and one member of the board of directors selected through a unanimous vote. The matter has also been reported to the police who are currently working on the case to find the two culprits. Thirdly the organization has taken up the responsibility to take care of the families of the two who were left behind as they cannot fend for themselves. In conclusion we would like to say that this indecent act by one of our directors will not be tolerated and appropriate action will be taken when the two are found. Besides that internal mechanisms are being put in

How to be a good accountant in the future Essay

How to be a good accountant in the future - Essay Example To investigate and come up with clear responses of professional accountants, in various work settings. Background Recently, many things have developed relating to bookkeepers and their job. Many companies have lost money in unclear circumstances and this has caused many companies to lose trust in many accountants. However, it is unclear whether the mistakes and problems that many companies face emanate from the errors and unethical behaviors of accountants. For this reasons, it good to find out what makes or breaks an accounting reputation. Approach or method This research will employ the use of questionnaires, samples survey as sources of information concerning the ethical standards of accountants. This will answer the questions concerning their future accounting profession improvement. The proposed literature The proposed literature will base on the factors behind a good accounting job and the negatives associated with it; it will give the significance of the investigation to the u pcoming of bookkeeping professionals. The Gantt chart Gantt chart Task Sept Oct Nov Dec Jan Feb March April Research proposal Poster creation Literature review Data collection Analysis of Results Presentation of the results Introduction Studies indicate that, many organizations in recent times face scandalous financial situations. These incidences have been associated with accountants who work as employees in various business organizations in different settings in the world. Several businesses have lost cash in the course and the reason of the basis of the problem is uncertain, which has stained the reputation of several businesses. As a result, big and small companies are losing out in terms of business performance and profit making. The blunders leading to the deprived performance are alleged to be caused bookkeeping specialists. In some cases, the mistakes have been associated with the management as a whole; this is because the organization is involved in the decisions that influ ence the working of the auditors. In either way, what the accountants do affects the management and in reverse, the decisions made by the management influences accounting behaviors. This means that there are a number of issues revolving around the same issue of why many organizations have lost trust in accountants as professionals. For this reason, there is need to carry out an extensive research on the issues surrounding accounting as a field of professionalism. Before looking at that, here are some important facts about accounting; this will form the footing about bookkeeping and certified public auditor in particular. According to studies, it is through accounting that a mechanism that provides data, which is a crucial concerning the financial status of an organization in relation to business matters. The information found through this way is essential for investors because it gives critical details, which could be used as the determining factors in line with the decisions the in vestors have to make before investing. It may also help in determining whether the investors could opt not to invest in the organization, as the financial information may not be appealing to them. This will be viewed in terms of return on investments that the organization may receive after the investments. Regarding a good image of a corporate, moral or ethical and expert bookkeeping, comprises a clear image of a corporate financially. This forms the basis on which company managers are set to make informed decisions and shape the

Module 4 DQ 2 Essay Example | Topics and Well Written Essays - 250 words

Module 4 DQ 2 - Essay Example The hypothesis of the research published buy Gilmour et al. (2004) is that â€Å"many children who are identified with conduct disorder actually have a primary deficit in pragmatic language skills, of a quality and degree that is similar to children on the autistic spectrum.† The research published by Gilmour et al (2004) employed survey technique. In particular, the research surveyed 142 children referred for investigation. Analysis involved comparison of the communicative abilities of the sample with those of children with autistic spectrum. In summarization of the results, the researchers gathered the views of parents and teachers, who rated majority children with conduct disorder as having pragmatic language problems and behaviors close to those with autism. For purposes of reliability, the researchers further surveyed 54 children from socioeconomically underprivileged part of London, and found majority with comparable

Sample Analysis of a Poem Essay Example for Free

Sample Analysis of a Poem Essay Listen, children: Your father is dead. From his old coats Ill make you little jackets; Ill make you little trousers From his old pants. Therell be in his pockets Things he used to put there, Keys and pennies Covered with tobacco; Dan shall have the pennies To save in his bank; Anne shall have the keys To make a pretty noise with. Life must go on, And the dead be forgotten; Life must go on, Though good men die; Anne, eat your breakfast; Dan, take your medicine; Life must go on; I forget just why. Source: â€Å"Second April by Edna St. Vincent Millay.† Poet’s Corner. 2003. 25 Apr. 2007 http://www.theotherpages.org/poems/millay01.html In Edna St. Vincent Millay’s poem â€Å"Lament,† the speaker, a mother whose husband has just passed away, must face both her grief and the continued daily needs of her children: clothing, medicine, food. The children learn of their father’s death in no euphemistic terms as their mother tells them, â€Å"Listen, children: Your father is dead.† Rather than immediately becoming emotional, she focuses on the practical needs of her children, telling them that she’ll make them pants and jackets from his old clothing. She says, â€Å"Life must go on,† and â€Å"the dead must be forgotten,† stoically facing a bleak future. The poem’s only overt emotional reference comes when the speaker repeats, â€Å"Life must go on,† and adds, â€Å"I forget just why.† This last line is a clear indication of the hopelessness and emptiness that the speaker feels now that her loved one is gone, a common expression of frustration with the absurdity of death. Although all individuals grieve differently, this poem represents a universal expression: that life must go on even when we feel like it cannot. Poetic Devices: 1. Apostrophe: the poem is a direct address from mother to children, as evidenced by the first line â€Å"Listen, children:† 2. Repetition: the speaker’s frequent statement that â€Å"Life must go on† emphasizes the cruelty of death for the living; daily life continues despite the absence of those we love.

Policies for the Promotion of Child Rights

Policies for the Promotion of Child Rights IDENTIFY ONE PIECE OF LEGISLATION, WHICH PROMOTES THE CHILDRENS RIGHTS IN YOUR SETTING One piece of legislation that promotes the childrens rights in my setting is the Data Protection Act 1998. This legislation gives everyone the right to know what information is held about them and it provides a framework to ensure that personal information is handled properly. One of its purposes is to safeguard the fundamental rights of individuals. The Act works in two ways, firstly it states that anyone who processes personal information must follow the eight principles below to make sure that the personal information is: Fairly and lawfully processed Processed for limited purposes Adequate, relevant and not excessive Accurate and up to date Not kept for longer than is necessary Processed in line with your rights Secure Not transferred to other countries without adequate protection Secondly, the Act provides everyone with important rights; these include the right to find out what personal information is held about them on computers and most paper records. It also gives the individual the right to complain if they are denied access to their personal information or feel that their information has not be handled according to the eight principles I have stated above. The Data Protection Act 1998 affects the way I run my setting. I have to ensure that: Any personal information I have is kept confidential and stored in a locked filing cabinet and I only can access it. I am careful when discussing with parents anything confidential that no-one is around to overhear our conversation, including in person or on the telephone All personal information I hold is relevant to my setting and is kept up to date I do not keep any information longer than necessary No data that I hold can be used or passed onto other parties without written consent from the parent Parents have the right to request access to my records at any time, but they can only see the information held about themselves and their children My confidentiality policy covers the above please see Appendix 1 Every organisation that processes personal information must notify the Information Commissioners Office (ICO) unless they are exempt; failure to notify is a criminal offence. I am exempt because no personal information I keep is stored on a computer. The only information I store on the computer is my accounts. If you had to notify they have now made changes to the notification fee structure that came into effect on 1st October 2009, it is now a tiered fee structure to reflect the costs of the ICO regulating data controllers of different sizes. DESCRIBE THE ROLE OF PRACTITIONER IN MEETING THE INDIVIDUAL NEEDS OF ALL CHILDREN It is important that the practitioner meets the individual needs of all the children. To do this the practitioner first needs to know what the childrens individual needs are and this can be found out by talking to the parents and getting them to fill in My Special Book, any observations that you carry out, any other professionals involved with the child and liaising with any other settings that the child attends. If the child is old enough they may also be able to tell you. It is important to speak to the parents regularly and keep updated in any changes to the childrens interests and needs or home life. The ways that I use are: Email an effective way to send a quick message, but some parents may not have access to a computer. Newsletters can be a great way to keep parents informed of some of the activities the children have been doing; events and festivals planned; holiday dates and any other information the practitioner wants to tell the parents. Letters to the Parents if there are things you need to inform them of privately a letter would be best. In addition, the parents may have a hearing impairment and may not be able to use another form of communication. Telephone conversation this is best done at the end of the day when the practitioner and the parents have uninterrupted time to discuss things. You will need to make sure who can overhear the conversation so that you can maintain confidentiality. Face-to-Face you can arrange a meeting on neutral territory to discuss any concerns but again you need to maintain confidentiality and make sure you are not overheard. Daily diary keeping the parents informed of the activities the child has done during the day, along with sleep times, healthy food, snacks and drinks, nappy changes and any other information the parents need to know. The parents can also add anything to the diary that has happened at home that you need to know e.g. any accidents, broken nights sleep, teething, whether they have had breakfast etc. Text the quickest way to communicate, it can also be invaluable to someone with a hearing impairment. Most people nowadays have a mobile phone. It is also important to find out and respect the views of all the children to make them feel valued and not ignored this in turn promotes their self-esteem. I talk to the children about what interests them and what they think of things. We often play games that allow the children to air their views and opinions and I use this knowledge to enhance their learning and development. To be able to meet all the childrens needs you first need to understand what their rights are. There is a lot of legislation that promotes children rights but quite simply every child has a right to have their basic needs met for food, warmth and hygiene, but you also need to provide a nurturing environment where the children can rest, play and develop to their full potential. Maslows Hierarchy of needs is one of the best-known descriptions of needs. It identifies five basic needs and shows how higher needs are not considered until the lower level needs have been met. Self-actualisation (Achieving individual potential) Esteem (Self-esteem and esteem from others) Belonging (Love, affection, being a part of groups) Safety (Shelter, removal from danger) Physiological (Health, food, sleep) Diagram copied from Maslows Hierarchy at Changingminds.org It is important to know the difference between a want and a need. A Need is something that we cannot do without, like sleep, food and love. A Want is something that is desired at the time but is not essential and we can in fact do without. To make sure I meet all the childrens individual needs I take into consideration the ages of the children, their stage of development and abilities and whether they need to sleep or have quiet time when planning my daily routine, I make sure that I incorporate all their needs into my daily routine. The children need a daily routine to help them feel secure and they get to know what is happening next and this promotes their development. I adapt my routines depending on which children I have in the setting at the time. It is important that all the children are given a choice as much as possible, because this will help them as they grow and they need to be independent and make decisions for themselves. I give children a choice of snacks, they can choose from milk or water to drink and they can also decide for themselves what they would like to play with and with whom. It is my professional responsibility to: Safeguard and promote the welfare of all the children Make sure that people they come into contact with are suitable Ensure I have safe and suitable premises, environment and equipment Organise my setting so that every child receives an enjoyable and challenging learning and development experience that is tailored to their individual needs Maintain records, policies and procedures to ensure safe and efficient management of my setting and to meet the needs of the children Practice Guidance for the Early Years Foundation Stage (2007, pg 6) states, Practitioners should deliver personalised learning, development and care to help children to get the best possible start in life. DISCUSS HOW YOUR DAILY ROUTINES SUPPORT CHILDRENS WELL BEING I have a basic daily routine that includes school runs, child-initiated play, adult-led activities, sleep/quiet time, snack and meal times and home time. The children begin to learn the structure of the day and what comes next. The times of the routine is never set in stone and it allows us to experience spontaneous events like playing in the snow, or taking your lunch to the park on a nice sunny day. For example for snack time the children know that after the mornings child-initiated play we have snacks and they help to clear the table and lay out the plates and cups, which are kept in a low cupboard which the children can easily access independently and this promotes their self-esteem and confidence to help and do things for themselves and others. They know that they are to wash their hands before eating and I have a stool so they can reach the sink which enables their independence and they all sit at the table waiting for the snacks. They have a choice of drink milk or water and they can choose what they want to eat from the choice of snacks on the table. There is always a selection of seasonal fruit, a carbohydrate toast, crumpet or muffin and dairy hard or soft cheese. Allowing the children choice enables them to start the process of thinking for themselves and this gives them a skill that they will need in life. I also need to consider individual children cultures and religions when providing food as some food is not allowed. We also try and incorporate food from around the world and learn about the food from different countries. Snack time is also a social time where we all sit together including myself. We talk about anything and everything, they tell me about things at home or school, where they are going on holiday, what there siblings have been doing, their favourite toys etc. It is a great time to learn more about them and I can use this information to inform my planning according to their current interests. Afterwards the children help to tidy up and clear the table. School drop off and collection times are also very social times. We talk as we walk to school; we often play games like eye spy, count how many red cars we see and look out for various different items along the way to use in our craft work. It is a time when the children learn about their environment and the world we live in. We also talk about stranger danger; how to cross the road safely and why we must all walk together and not run off. Because we carry out the same basic routine everyday the children feel safe and secure in my setting and know what happens next. A good routine develops their self-esteem and promotes independence, allows them to learn about their health by knowing when they have to wash their hands and allows the children to socialise and make healthy choices. The Importance of Routines Helping Children grow, feel secure and flourish states, Children need and crave routine. Routine helps establish security and peace in a childs life. DISCUSS HOW YOUR DAILY ROUTINES COULD MEET THE DEVELOPMENTAL NEEDS OF PRE-SCHOOL AND SCHOOL-AGED CHILDREN IN YOUR HOME BASED SETTING My daily routines meet the developmental needs of all the children in my care because I adapt depending on the age and stage of development of the children in attendance each day. The school-aged children are not here for morning snacks but we have snacks when we return from the afternoon school run. The older children know that when we get home to wash their hands and they help to set the table, the younger children see what the older children do and try to copy them. As I said before all the children plates, cups and cutlery are kept in a low cupboard which the children can easily access independently. The older children enjoy showing the younger ones what needs to be done to prepare for snacks and the older children gain self-esteem and self-confidence is being able to do things independtly for themselves and others. The younger children like to learn from the older children and this boots their self-confidence is learning to helkp others. Snack time is a time where we all talk about our day and share what we have been doing and what we enjoyed or disliked. School drop off and collection time can be a time of learning, as I said above we play different kinds of games. We also collect leaves and other items to use in our creative work later eg leaves, sticks, do some bark rubbings. We often include a trip to the playground on the way home from school, the younger children benefit from getting fresh air and observing from the comfort of the pushchair and watching the older children. The older children benefit from having the opportunity to run around in a great big space and practice their gross motor skills on the large play equipment. DISCUSS HOW YOU PROMOTE CHILDRENS SAFETY Promoting childrens safety is paramount. I ensure the childrens safety by providing a secure and welcoming environment and I take proper precautions to prevent accidents by carrying out daily risk assessments of my home and garden and any outings that we may go on. I also comply with my Local Safeguarding Children Boards procedures to ensure the safety and welfare of the children in my care. I have a thorough knowledge and understanding of the signs of possible abuse and neglect. Please see my Safeguarding Children Policy (Appendix ) and my Health and Safety Policy (Appendix ). I hold a current Early Years First Aid for Children and Adults certificate and Emergency Life Support for Adults certificate and have completed Safeguarding Children and Health, Hygiene and Safety Awareness training courses. I ensure that I am up to date with my knowledge by attending regular training throughout the year. I also have house rules, which the children know and follow these include taking off their shoes when indoors, sitting at the table or in a highchair to eat and drink, respecting the furniture, toys and each other. The rules are basic but are there to protect the children. The house rules are displayed at all times in pictures and words for the children to refer to. I make sure that all equipment and resources I provide are age and stage appropriate and that they are safe and clean. They are checked daily before and after use. Children are also taught how to safely use the equipment eg how to hold and use scissors. I use activities to help the children to learn about safety and we talk about how accidents can happen and how to prevent them. If an accident does happen I keep full records including details of the child/children involved, the treatment I provide and parents are given a carbon copy of this information, they also sign to confirm they have been told what happened. My premises are secure at all times: the front door is kept locked and the key is kept on a high shelf so only the adults can reach it. My back garden has a 6ft fence on three sides with no gate. The children are only collected by authorised adults or if it is necessary for someone else to collect them we use a password provided by the parents and they notify me in advance if this is going to happen. All the children are taught about road safety according to their age and developmental stage. With the older children, we talk about stranger danger and how they can keep themselves safe from people they do not know. The children know what to do if there is a fire by regularly practising fire drills and they know why it is important to follow what they have learnt. Please see my Emergency Evacuation Procedure (Appendix ) The children know to tidy up their toys to keep the playroom safe and free from hazards and we do this in a fun way so to maintain the childrens interest and their continued participation in learning to how to keep safe. I check the identify of visitors and keep accurate records of when and why visitors are here and I also record when my two assistants are on the premises. Myself and my assistants (Husband and Mother) have all had enhanced CRB checks, ensuring our suitability to look after the Children. The Children feel safe whilst they are in my care because they know that I will listen to any concerns they may have and respond to them appropriately. The parents know that I operate clear child safety procedures and they have copies of all my policies and permission forms. I make sure that I am a good role model for the Children at all times and I provide a good balance in promoting childrens freedom to explore and play whilst learning and developing and ensuring that they are safe. Children need to have the opportunity to take risks and to make mistakes but within safe limits, that way they learn to be alert to potential danger and how to keep themselves safe. Ofsted Early Years Safe and Sound (2006, pg 9) states, Children should have the freedom to make discoveries and enjoy experiences within safe limits, while learning how to protect themselves from harm. IDENTIFY STRATEGIES FOR COMMUNICATING WITH CHILDREN There are many ways that you can communicate with children but it is important to remember that children are still learning and developing so you need to communicate with them on their own level according to their age and interests. It is imperative to use vocabulary that the children understand eg they may not understand uncomfortable but may know what you mean when you say feeling funny. You also need to use a calm tone and body language that will not send mixed messages. You also need to be aware of children whose mother tongue is not English and that they will find it harder to communicate in English to begin with. Some children may have speech impairment or learning difficulties and this will make it harder for them to communicate effectively. It is also important to be patient and give the children time to respond to your questions. Communicating Effectively with Children states, By paying attention to and communicating regularly with children, you can help children create a vi ew of themselves and the world that is positive and healthy. Use the Childs name first this will get their attention and they are more likely to listen to you. Eye contact shows respect and allows you to gauge how much of the conservation is being understood. Calm tone children are sensitive to anger and do not like raised voices because they can focus solely on the fact that your voice is raised and they may be in trouble, rather than what you are saying. Thumbs up is a simple and easy way of showing approval. Body language avoid all confusion and communicate your message consistently through both words and actions, be aware that different cultures use and interpret body language in different ways. Listening and showing an interest a very important part of communication because if you do not listen and appear interested then it is just a one-way conversation and the child will not feel valued. Non-verbal communication Be aware that some children do not communicate verbally, and that it is important to adapt styles of communication to their needs and abilities eg sign language, lip reading etc. Questioning use open-ended questions to check understanding and acknowledge that they have heard what is being said. Speak slowly and clearly the child may have a hearing impairment and will need you to speak slowly and clearly, so they can understand you, also be aware of the level of background noise. Painting This may seem a strange way but children can communicate their feelings through creativity and may talk to you whilst they are painting without thinking about it. Picture books I am in the process of taking pictures of all my resources and making books that the children can look through and decide what activities they want to do. This is a great way to communicate their needs without being able to speak. Picture cards Can be used for asking children basic things like milk or water to drink. If you have children who use English as a second language then you can make/use picture cards to ask them things in their own language but also have the English word along with the picture and their mother language so they learn new words as they progress. DISCUSS ONE FACTOR THAT AFFECTS CHILDRENS BEHAVIOUR There are many factors that can affect childrens behaviour but I am going to focus on divorce. Any change in a Childs home life will have an effect on their behaviour but when one parent moves out it can be distressing for the child, as they may not know what has happened or when they will see that parent again. It is important for us as practitioners to listen to any concerns that the child has and respond to them according to their age and stage of development. You need to find a way to help them understand appropriate to their level of understanding. A pre-school child may show regressive behaviour. This means that the child may return to an earlier stage of development and, for example, start to wet themselves again. A pre-school child may become confused, irritable or worried. Children between six and nine are very vulnerable. At this age, a child is still not mature enough to understand what is going on, but is old enough to understand that something very unpleasant is taking place. They still depend very much on their parents and will have a hard time talking about their emotions. They may react with anger, or by not concentrating or making progress at school or by having learning difficulties. Children between 9 and 13 may have started having important relationships with other people besides their parents and family. When their parents divorce, it will often be good for a child to talk to someone outside the family about their problems and feelings. All Children can become very insecure. Insecurity can cause children to behave as if they are much younger and therefore bedwetting, clinginess, nightmares, worries or disobedience can all occur. This behaviour often happens before or after visits to the parent who is living apart from the family. Teenagers may show their distress by misbehaving or withdrawing into themselves. They may find it difficult to concentrate at school. It is normal for a child to feel lost, upset, angry and grieve for the family they once were. A child who does not show any feelings or reactions needs help to express what is going on inside. Otherwise, they are very likely to suffer depression and other problems later. Helping Children adjust to Divorce states, Children whose parents divorce are at greater risk for problems such as aggression, depression, lower self-esteem and poorer school performance. Children can express themselves in other ways than with words. Play is very important. You can play with the child and let them act out their feelings using role-play and puppets. Children may need to work off tension through energetic games; you can spend some time at the park or go to an indoor play centre. Drawing may help some children as they often draw things that are important to them. You can ask about the drawings and this can be a good way to start the child talking about what is going on inside, especially if they are not the type of child to talk openly. The child still needs to have established routines in their lives and whilst things are changing at home you can continue with your normal routine and this will give the child some stability and comfort during all the other changes, they feel more safe and secure when they know what to expect next. DESCRIBE STRATEGIES FOR CHALLENGING PREJUDICE AND DISCRIMINATION WHEN WORKING WITH CHILDREN AND FAMILIES I operate an inclusive Childminding setting, where all children are welcome regardless of their race, religion, culture, sex, ability or disability, social background etc. I encourage the children to value everyone as a unique individual, to respect each others differences, and to learn from each other. Centre for Studies on Inclusive Education states, inclusion is founded upon a moral position which values and respects every individual and which welcomes diversity as a rich learning resource. I always challenge any instances of prejudice, unfair discrimination and harassment whether it is a comment a child has made or a parent. I will explain to the child or parent why what they have said is wrong and how their words have hurt another person. I make sure that I am a good role model for the children. Please see my Equal Opportunities Policy (Appendix ). I have toys and resources that show different cultures from around the world and people with different types of disabilities/impairments. We also recognize different festivals and religious occasions from a variety of religions worldwide to give the children a greater understanding of the World around them. I invite the parents to come and take part in story/singing time to enable the children to hear different languages, and stories from around the World. For example, if a Child called another person four-eyes because they wear glasses, I would explain to the Child how they have hurt that persons feelings and that they have to wear glasses because they help then to see as their eyes dont work as well as their eyes. I would also ask the Child how they would feel if someone had called them names. I would encourage the Child to say sorry (depending on their age and level of understanding). Another example is a child is a wheelchair and another child telling them that they cant join in and play with them at the sand and water table because they are in a wheelchair. I would explain to the child that yes they can join in we just need to adapt the position of the tray so that the wheelchair can fit around it and everyone can enjoy the same activity. If I have any children with additional needs in my setting I always talk to all the children about their impairments or disabilities (using the correct medical name) as it provides me with an opportunity to teach basic information about our bodies, health and possible illnesses. It also helps to get rid of any fears about disabilities and helps to influence childrens attitudes in a positive way. I make sure that I am a positive role model for the children and I update my knowledge regularly. I have just completed deaf awareness training and I am booked on other awareness courses. EXPLAIN HOW TO IMPLEMENT CHILDRENS RIGHTS IN THE HOME BASED SETTING I have explained in E2 my role in meeting the individual needs of the children and now I will explain how I implement the childrens rights in my setting. I make sure that I keep my knowledge of childrens rights updated through regular training courses and research through the library or internet. Childrens rights are about the obligations of all adults to protect the best interests of children, and to create the conditions under which they can develop and thrive. Childrens rights are embedded in my policies and I offer resources and activities to ensure that the children can learn about their rights for example we have an activity on diversity where the children look at pictures of children from around the world and we discuss our similarities and our differences and what they would like. Please see my Diversity Activity Planning sheet (Appendix ) I have used some of the Articles of the United Nations Convention on Rights of the Child to show how I implement childrens rights into my setting: Article 1 Everyone under 18 has these rights I ensure that all children in my setting know what their rights are. I use age appropriate resources such as games that we play, books that we read and just talking to each other. Article 2 You have the right to protection against discrimination All children are treated with equal concern and learn to treat each other with respect through the activities I provide eg. Learning about each others differences in a positive way, respecting each others cultures. Article 3 Adults should do whats best for you Everything that I do in my setting is always in the best interests of the child. I always take into consideration their views, feelings and rights when carrying out day to day activities. Article 7 You have the right to have a name and a nationality On the wall in the playroom we have pictures of everyone that attends the setting with their name underneath, so that we can easily learn each others names. We learn about each others nationality through stories and visits to the library and in the food we eat. Article 11 You should not be kidnapped I make sure that all the children are safe and secure in my care whether we are at home or out and about. The children know to stay close to me and not run off or talk to strangers. I never release a child into the care of someone that I dont know unless a parent has authorized it in times of emergency and we always use a password system. Article 12 You have the right to an opinion and for it to be listened to and taken seriously The children know that I will always listen to their opionions and take them seriously. We always discuss as a group and listen to each other. Article 19 You have the right to be protected from being hurt or badly treated I know the signs and symptoms of abuse and what to do if I am concerened about one of the children. The children know that they can talk to me about anything at anytime. Article 23 If you are disabled, either mentally or physically, you have the right to special care and education I run an inclusive setting and the children in my care am treated with equal concern with individual needs regardless of any disablilites. It is important to treat each child as an individual and not label them by their impairment or condition. Article 24 You have the right to the best health possible and to medical care and information I provide home cooked healthy meals and snacks to all children, including healthy drinks (milk and water). If I feel a child needs medical care then I have their parents permission to take them to the doctors or hospital in an emergency or with their written permission I am able to take the children to routine appointments. Article 29 You have the right to education which develops your personality, respect for others rights and the environment All children in my setting are taught appropriate to their age and stage of development. I use all the information I have gathered to provide a challenging and enjoyable experience across all the areas of learning and development, which allows each individual child to develop to their full potential. Article 30 If you come from a minority group you have the right to enjoy your own culture, practice your own religion and use your own language We all learn about each others cultures, religion and languages by the games that we play, books that we read, resources that we play with. We find out about different festivals and celebrations during the year eg Halloween, Christmas, Easter, Hanukkah, World Religion Day, Chinese New Year and many others. By getting to know all the children and their families I can meet the cultural needs for everyone and make sure that all the children feel valued. Article 31 You have the right to play and relax by doings things like sport, music and drama The children a Policies for the Promotion of Child Rights Policies for the Promotion of Child Rights IDENTIFY ONE PIECE OF LEGISLATION, WHICH PROMOTES THE CHILDRENS RIGHTS IN YOUR SETTING One piece of legislation that promotes the childrens rights in my setting is the Data Protection Act 1998. This legislation gives everyone the right to know what information is held about them and it provides a framework to ensure that personal information is handled properly. One of its purposes is to safeguard the fundamental rights of individuals. The Act works in two ways, firstly it states that anyone who processes personal information must follow the eight principles below to make sure that the personal information is: Fairly and lawfully processed Processed for limited purposes Adequate, relevant and not excessive Accurate and up to date Not kept for longer than is necessary Processed in line with your rights Secure Not transferred to other countries without adequate protection Secondly, the Act provides everyone with important rights; these include the right to find out what personal information is held about them on computers and most paper records. It also gives the individual the right to complain if they are denied access to their personal information or feel that their information has not be handled according to the eight principles I have stated above. The Data Protection Act 1998 affects the way I run my setting. I have to ensure that: Any personal information I have is kept confidential and stored in a locked filing cabinet and I only can access it. I am careful when discussing with parents anything confidential that no-one is around to overhear our conversation, including in person or on the telephone All personal information I hold is relevant to my setting and is kept up to date I do not keep any information longer than necessary No data that I hold can be used or passed onto other parties without written consent from the parent Parents have the right to request access to my records at any time, but they can only see the information held about themselves and their children My confidentiality policy covers the above please see Appendix 1 Every organisation that processes personal information must notify the Information Commissioners Office (ICO) unless they are exempt; failure to notify is a criminal offence. I am exempt because no personal information I keep is stored on a computer. The only information I store on the computer is my accounts. If you had to notify they have now made changes to the notification fee structure that came into effect on 1st October 2009, it is now a tiered fee structure to reflect the costs of the ICO regulating data controllers of different sizes. DESCRIBE THE ROLE OF PRACTITIONER IN MEETING THE INDIVIDUAL NEEDS OF ALL CHILDREN It is important that the practitioner meets the individual needs of all the children. To do this the practitioner first needs to know what the childrens individual needs are and this can be found out by talking to the parents and getting them to fill in My Special Book, any observations that you carry out, any other professionals involved with the child and liaising with any other settings that the child attends. If the child is old enough they may also be able to tell you. It is important to speak to the parents regularly and keep updated in any changes to the childrens interests and needs or home life. The ways that I use are: Email an effective way to send a quick message, but some parents may not have access to a computer. Newsletters can be a great way to keep parents informed of some of the activities the children have been doing; events and festivals planned; holiday dates and any other information the practitioner wants to tell the parents. Letters to the Parents if there are things you need to inform them of privately a letter would be best. In addition, the parents may have a hearing impairment and may not be able to use another form of communication. Telephone conversation this is best done at the end of the day when the practitioner and the parents have uninterrupted time to discuss things. You will need to make sure who can overhear the conversation so that you can maintain confidentiality. Face-to-Face you can arrange a meeting on neutral territory to discuss any concerns but again you need to maintain confidentiality and make sure you are not overheard. Daily diary keeping the parents informed of the activities the child has done during the day, along with sleep times, healthy food, snacks and drinks, nappy changes and any other information the parents need to know. The parents can also add anything to the diary that has happened at home that you need to know e.g. any accidents, broken nights sleep, teething, whether they have had breakfast etc. Text the quickest way to communicate, it can also be invaluable to someone with a hearing impairment. Most people nowadays have a mobile phone. It is also important to find out and respect the views of all the children to make them feel valued and not ignored this in turn promotes their self-esteem. I talk to the children about what interests them and what they think of things. We often play games that allow the children to air their views and opinions and I use this knowledge to enhance their learning and development. To be able to meet all the childrens needs you first need to understand what their rights are. There is a lot of legislation that promotes children rights but quite simply every child has a right to have their basic needs met for food, warmth and hygiene, but you also need to provide a nurturing environment where the children can rest, play and develop to their full potential. Maslows Hierarchy of needs is one of the best-known descriptions of needs. It identifies five basic needs and shows how higher needs are not considered until the lower level needs have been met. Self-actualisation (Achieving individual potential) Esteem (Self-esteem and esteem from others) Belonging (Love, affection, being a part of groups) Safety (Shelter, removal from danger) Physiological (Health, food, sleep) Diagram copied from Maslows Hierarchy at Changingminds.org It is important to know the difference between a want and a need. A Need is something that we cannot do without, like sleep, food and love. A Want is something that is desired at the time but is not essential and we can in fact do without. To make sure I meet all the childrens individual needs I take into consideration the ages of the children, their stage of development and abilities and whether they need to sleep or have quiet time when planning my daily routine, I make sure that I incorporate all their needs into my daily routine. The children need a daily routine to help them feel secure and they get to know what is happening next and this promotes their development. I adapt my routines depending on which children I have in the setting at the time. It is important that all the children are given a choice as much as possible, because this will help them as they grow and they need to be independent and make decisions for themselves. I give children a choice of snacks, they can choose from milk or water to drink and they can also decide for themselves what they would like to play with and with whom. It is my professional responsibility to: Safeguard and promote the welfare of all the children Make sure that people they come into contact with are suitable Ensure I have safe and suitable premises, environment and equipment Organise my setting so that every child receives an enjoyable and challenging learning and development experience that is tailored to their individual needs Maintain records, policies and procedures to ensure safe and efficient management of my setting and to meet the needs of the children Practice Guidance for the Early Years Foundation Stage (2007, pg 6) states, Practitioners should deliver personalised learning, development and care to help children to get the best possible start in life. DISCUSS HOW YOUR DAILY ROUTINES SUPPORT CHILDRENS WELL BEING I have a basic daily routine that includes school runs, child-initiated play, adult-led activities, sleep/quiet time, snack and meal times and home time. The children begin to learn the structure of the day and what comes next. The times of the routine is never set in stone and it allows us to experience spontaneous events like playing in the snow, or taking your lunch to the park on a nice sunny day. For example for snack time the children know that after the mornings child-initiated play we have snacks and they help to clear the table and lay out the plates and cups, which are kept in a low cupboard which the children can easily access independently and this promotes their self-esteem and confidence to help and do things for themselves and others. They know that they are to wash their hands before eating and I have a stool so they can reach the sink which enables their independence and they all sit at the table waiting for the snacks. They have a choice of drink milk or water and they can choose what they want to eat from the choice of snacks on the table. There is always a selection of seasonal fruit, a carbohydrate toast, crumpet or muffin and dairy hard or soft cheese. Allowing the children choice enables them to start the process of thinking for themselves and this gives them a skill that they will need in life. I also need to consider individual children cultures and religions when providing food as some food is not allowed. We also try and incorporate food from around the world and learn about the food from different countries. Snack time is also a social time where we all sit together including myself. We talk about anything and everything, they tell me about things at home or school, where they are going on holiday, what there siblings have been doing, their favourite toys etc. It is a great time to learn more about them and I can use this information to inform my planning according to their current interests. Afterwards the children help to tidy up and clear the table. School drop off and collection times are also very social times. We talk as we walk to school; we often play games like eye spy, count how many red cars we see and look out for various different items along the way to use in our craft work. It is a time when the children learn about their environment and the world we live in. We also talk about stranger danger; how to cross the road safely and why we must all walk together and not run off. Because we carry out the same basic routine everyday the children feel safe and secure in my setting and know what happens next. A good routine develops their self-esteem and promotes independence, allows them to learn about their health by knowing when they have to wash their hands and allows the children to socialise and make healthy choices. The Importance of Routines Helping Children grow, feel secure and flourish states, Children need and crave routine. Routine helps establish security and peace in a childs life. DISCUSS HOW YOUR DAILY ROUTINES COULD MEET THE DEVELOPMENTAL NEEDS OF PRE-SCHOOL AND SCHOOL-AGED CHILDREN IN YOUR HOME BASED SETTING My daily routines meet the developmental needs of all the children in my care because I adapt depending on the age and stage of development of the children in attendance each day. The school-aged children are not here for morning snacks but we have snacks when we return from the afternoon school run. The older children know that when we get home to wash their hands and they help to set the table, the younger children see what the older children do and try to copy them. As I said before all the children plates, cups and cutlery are kept in a low cupboard which the children can easily access independently. The older children enjoy showing the younger ones what needs to be done to prepare for snacks and the older children gain self-esteem and self-confidence is being able to do things independtly for themselves and others. The younger children like to learn from the older children and this boots their self-confidence is learning to helkp others. Snack time is a time where we all talk about our day and share what we have been doing and what we enjoyed or disliked. School drop off and collection time can be a time of learning, as I said above we play different kinds of games. We also collect leaves and other items to use in our creative work later eg leaves, sticks, do some bark rubbings. We often include a trip to the playground on the way home from school, the younger children benefit from getting fresh air and observing from the comfort of the pushchair and watching the older children. The older children benefit from having the opportunity to run around in a great big space and practice their gross motor skills on the large play equipment. DISCUSS HOW YOU PROMOTE CHILDRENS SAFETY Promoting childrens safety is paramount. I ensure the childrens safety by providing a secure and welcoming environment and I take proper precautions to prevent accidents by carrying out daily risk assessments of my home and garden and any outings that we may go on. I also comply with my Local Safeguarding Children Boards procedures to ensure the safety and welfare of the children in my care. I have a thorough knowledge and understanding of the signs of possible abuse and neglect. Please see my Safeguarding Children Policy (Appendix ) and my Health and Safety Policy (Appendix ). I hold a current Early Years First Aid for Children and Adults certificate and Emergency Life Support for Adults certificate and have completed Safeguarding Children and Health, Hygiene and Safety Awareness training courses. I ensure that I am up to date with my knowledge by attending regular training throughout the year. I also have house rules, which the children know and follow these include taking off their shoes when indoors, sitting at the table or in a highchair to eat and drink, respecting the furniture, toys and each other. The rules are basic but are there to protect the children. The house rules are displayed at all times in pictures and words for the children to refer to. I make sure that all equipment and resources I provide are age and stage appropriate and that they are safe and clean. They are checked daily before and after use. Children are also taught how to safely use the equipment eg how to hold and use scissors. I use activities to help the children to learn about safety and we talk about how accidents can happen and how to prevent them. If an accident does happen I keep full records including details of the child/children involved, the treatment I provide and parents are given a carbon copy of this information, they also sign to confirm they have been told what happened. My premises are secure at all times: the front door is kept locked and the key is kept on a high shelf so only the adults can reach it. My back garden has a 6ft fence on three sides with no gate. The children are only collected by authorised adults or if it is necessary for someone else to collect them we use a password provided by the parents and they notify me in advance if this is going to happen. All the children are taught about road safety according to their age and developmental stage. With the older children, we talk about stranger danger and how they can keep themselves safe from people they do not know. The children know what to do if there is a fire by regularly practising fire drills and they know why it is important to follow what they have learnt. Please see my Emergency Evacuation Procedure (Appendix ) The children know to tidy up their toys to keep the playroom safe and free from hazards and we do this in a fun way so to maintain the childrens interest and their continued participation in learning to how to keep safe. I check the identify of visitors and keep accurate records of when and why visitors are here and I also record when my two assistants are on the premises. Myself and my assistants (Husband and Mother) have all had enhanced CRB checks, ensuring our suitability to look after the Children. The Children feel safe whilst they are in my care because they know that I will listen to any concerns they may have and respond to them appropriately. The parents know that I operate clear child safety procedures and they have copies of all my policies and permission forms. I make sure that I am a good role model for the Children at all times and I provide a good balance in promoting childrens freedom to explore and play whilst learning and developing and ensuring that they are safe. Children need to have the opportunity to take risks and to make mistakes but within safe limits, that way they learn to be alert to potential danger and how to keep themselves safe. Ofsted Early Years Safe and Sound (2006, pg 9) states, Children should have the freedom to make discoveries and enjoy experiences within safe limits, while learning how to protect themselves from harm. IDENTIFY STRATEGIES FOR COMMUNICATING WITH CHILDREN There are many ways that you can communicate with children but it is important to remember that children are still learning and developing so you need to communicate with them on their own level according to their age and interests. It is imperative to use vocabulary that the children understand eg they may not understand uncomfortable but may know what you mean when you say feeling funny. You also need to use a calm tone and body language that will not send mixed messages. You also need to be aware of children whose mother tongue is not English and that they will find it harder to communicate in English to begin with. Some children may have speech impairment or learning difficulties and this will make it harder for them to communicate effectively. It is also important to be patient and give the children time to respond to your questions. Communicating Effectively with Children states, By paying attention to and communicating regularly with children, you can help children create a vi ew of themselves and the world that is positive and healthy. Use the Childs name first this will get their attention and they are more likely to listen to you. Eye contact shows respect and allows you to gauge how much of the conservation is being understood. Calm tone children are sensitive to anger and do not like raised voices because they can focus solely on the fact that your voice is raised and they may be in trouble, rather than what you are saying. Thumbs up is a simple and easy way of showing approval. Body language avoid all confusion and communicate your message consistently through both words and actions, be aware that different cultures use and interpret body language in different ways. Listening and showing an interest a very important part of communication because if you do not listen and appear interested then it is just a one-way conversation and the child will not feel valued. Non-verbal communication Be aware that some children do not communicate verbally, and that it is important to adapt styles of communication to their needs and abilities eg sign language, lip reading etc. Questioning use open-ended questions to check understanding and acknowledge that they have heard what is being said. Speak slowly and clearly the child may have a hearing impairment and will need you to speak slowly and clearly, so they can understand you, also be aware of the level of background noise. Painting This may seem a strange way but children can communicate their feelings through creativity and may talk to you whilst they are painting without thinking about it. Picture books I am in the process of taking pictures of all my resources and making books that the children can look through and decide what activities they want to do. This is a great way to communicate their needs without being able to speak. Picture cards Can be used for asking children basic things like milk or water to drink. If you have children who use English as a second language then you can make/use picture cards to ask them things in their own language but also have the English word along with the picture and their mother language so they learn new words as they progress. DISCUSS ONE FACTOR THAT AFFECTS CHILDRENS BEHAVIOUR There are many factors that can affect childrens behaviour but I am going to focus on divorce. Any change in a Childs home life will have an effect on their behaviour but when one parent moves out it can be distressing for the child, as they may not know what has happened or when they will see that parent again. It is important for us as practitioners to listen to any concerns that the child has and respond to them according to their age and stage of development. You need to find a way to help them understand appropriate to their level of understanding. A pre-school child may show regressive behaviour. This means that the child may return to an earlier stage of development and, for example, start to wet themselves again. A pre-school child may become confused, irritable or worried. Children between six and nine are very vulnerable. At this age, a child is still not mature enough to understand what is going on, but is old enough to understand that something very unpleasant is taking place. They still depend very much on their parents and will have a hard time talking about their emotions. They may react with anger, or by not concentrating or making progress at school or by having learning difficulties. Children between 9 and 13 may have started having important relationships with other people besides their parents and family. When their parents divorce, it will often be good for a child to talk to someone outside the family about their problems and feelings. All Children can become very insecure. Insecurity can cause children to behave as if they are much younger and therefore bedwetting, clinginess, nightmares, worries or disobedience can all occur. This behaviour often happens before or after visits to the parent who is living apart from the family. Teenagers may show their distress by misbehaving or withdrawing into themselves. They may find it difficult to concentrate at school. It is normal for a child to feel lost, upset, angry and grieve for the family they once were. A child who does not show any feelings or reactions needs help to express what is going on inside. Otherwise, they are very likely to suffer depression and other problems later. Helping Children adjust to Divorce states, Children whose parents divorce are at greater risk for problems such as aggression, depression, lower self-esteem and poorer school performance. Children can express themselves in other ways than with words. Play is very important. You can play with the child and let them act out their feelings using role-play and puppets. Children may need to work off tension through energetic games; you can spend some time at the park or go to an indoor play centre. Drawing may help some children as they often draw things that are important to them. You can ask about the drawings and this can be a good way to start the child talking about what is going on inside, especially if they are not the type of child to talk openly. The child still needs to have established routines in their lives and whilst things are changing at home you can continue with your normal routine and this will give the child some stability and comfort during all the other changes, they feel more safe and secure when they know what to expect next. DESCRIBE STRATEGIES FOR CHALLENGING PREJUDICE AND DISCRIMINATION WHEN WORKING WITH CHILDREN AND FAMILIES I operate an inclusive Childminding setting, where all children are welcome regardless of their race, religion, culture, sex, ability or disability, social background etc. I encourage the children to value everyone as a unique individual, to respect each others differences, and to learn from each other. Centre for Studies on Inclusive Education states, inclusion is founded upon a moral position which values and respects every individual and which welcomes diversity as a rich learning resource. I always challenge any instances of prejudice, unfair discrimination and harassment whether it is a comment a child has made or a parent. I will explain to the child or parent why what they have said is wrong and how their words have hurt another person. I make sure that I am a good role model for the children. Please see my Equal Opportunities Policy (Appendix ). I have toys and resources that show different cultures from around the world and people with different types of disabilities/impairments. We also recognize different festivals and religious occasions from a variety of religions worldwide to give the children a greater understanding of the World around them. I invite the parents to come and take part in story/singing time to enable the children to hear different languages, and stories from around the World. For example, if a Child called another person four-eyes because they wear glasses, I would explain to the Child how they have hurt that persons feelings and that they have to wear glasses because they help then to see as their eyes dont work as well as their eyes. I would also ask the Child how they would feel if someone had called them names. I would encourage the Child to say sorry (depending on their age and level of understanding). Another example is a child is a wheelchair and another child telling them that they cant join in and play with them at the sand and water table because they are in a wheelchair. I would explain to the child that yes they can join in we just need to adapt the position of the tray so that the wheelchair can fit around it and everyone can enjoy the same activity. If I have any children with additional needs in my setting I always talk to all the children about their impairments or disabilities (using the correct medical name) as it provides me with an opportunity to teach basic information about our bodies, health and possible illnesses. It also helps to get rid of any fears about disabilities and helps to influence childrens attitudes in a positive way. I make sure that I am a positive role model for the children and I update my knowledge regularly. I have just completed deaf awareness training and I am booked on other awareness courses. EXPLAIN HOW TO IMPLEMENT CHILDRENS RIGHTS IN THE HOME BASED SETTING I have explained in E2 my role in meeting the individual needs of the children and now I will explain how I implement the childrens rights in my setting. I make sure that I keep my knowledge of childrens rights updated through regular training courses and research through the library or internet. Childrens rights are about the obligations of all adults to protect the best interests of children, and to create the conditions under which they can develop and thrive. Childrens rights are embedded in my policies and I offer resources and activities to ensure that the children can learn about their rights for example we have an activity on diversity where the children look at pictures of children from around the world and we discuss our similarities and our differences and what they would like. Please see my Diversity Activity Planning sheet (Appendix ) I have used some of the Articles of the United Nations Convention on Rights of the Child to show how I implement childrens rights into my setting: Article 1 Everyone under 18 has these rights I ensure that all children in my setting know what their rights are. I use age appropriate resources such as games that we play, books that we read and just talking to each other. Article 2 You have the right to protection against discrimination All children are treated with equal concern and learn to treat each other with respect through the activities I provide eg. Learning about each others differences in a positive way, respecting each others cultures. Article 3 Adults should do whats best for you Everything that I do in my setting is always in the best interests of the child. I always take into consideration their views, feelings and rights when carrying out day to day activities. Article 7 You have the right to have a name and a nationality On the wall in the playroom we have pictures of everyone that attends the setting with their name underneath, so that we can easily learn each others names. We learn about each others nationality through stories and visits to the library and in the food we eat. Article 11 You should not be kidnapped I make sure that all the children are safe and secure in my care whether we are at home or out and about. The children know to stay close to me and not run off or talk to strangers. I never release a child into the care of someone that I dont know unless a parent has authorized it in times of emergency and we always use a password system. Article 12 You have the right to an opinion and for it to be listened to and taken seriously The children know that I will always listen to their opionions and take them seriously. We always discuss as a group and listen to each other. Article 19 You have the right to be protected from being hurt or badly treated I know the signs and symptoms of abuse and what to do if I am concerened about one of the children. The children know that they can talk to me about anything at anytime. Article 23 If you are disabled, either mentally or physically, you have the right to special care and education I run an inclusive setting and the children in my care am treated with equal concern with individual needs regardless of any disablilites. It is important to treat each child as an individual and not label them by their impairment or condition. Article 24 You have the right to the best health possible and to medical care and information I provide home cooked healthy meals and snacks to all children, including healthy drinks (milk and water). If I feel a child needs medical care then I have their parents permission to take them to the doctors or hospital in an emergency or with their written permission I am able to take the children to routine appointments. Article 29 You have the right to education which develops your personality, respect for others rights and the environment All children in my setting are taught appropriate to their age and stage of development. I use all the information I have gathered to provide a challenging and enjoyable experience across all the areas of learning and development, which allows each individual child to develop to their full potential. Article 30 If you come from a minority group you have the right to enjoy your own culture, practice your own religion and use your own language We all learn about each others cultures, religion and languages by the games that we play, books that we read, resources that we play with. We find out about different festivals and celebrations during the year eg Halloween, Christmas, Easter, Hanukkah, World Religion Day, Chinese New Year and many others. By getting to know all the children and their families I can meet the cultural needs for everyone and make sure that all the children feel valued. Article 31 You have the right to play and relax by doings things like sport, music and drama The children a