Native Americans Essay Example for Free

Native Americans Essay Thesis Statement: A city of diverse religion, rich history and fast-paced developing economy, Memphis Tennessee continues to gain respect from locals and tourists alike. Introduction: With nearly 700, 00 estimated population; Memphis is Tennessee’s largest city, and the 19th largest city all throughout the United States. With settlements rooted from the early 16th Century, populace number continues to multiply with an interesting collaboration of white, black and Native Americans, even Asians and other races as per demographics. Strategically located at the center of the state, Memphis continues to target commerce from both the shipping and transportation industries. Innovations in infrastructure, interesting grounds for recreation and a home to reputable educational institutions; makes Memphis inviting enough for permanent settlement. 1. History and Geography a. History- Originally inhabited by native American Indians in the 16th Century, settlement around the river had been distracted by a number of explorers, evasion of union forces and presence of epidemics like the yellow fever. Emerging from the uncomplicated Mississippian tribe is a city with vast social, cultural and economic contributions to the state. b. Geography This city bounded at the south of Tennessee has a humid, subtropical climate with four distinctive seasons. Interesting terrains around the 296. 35 square mile territory include parks all over the city and notable transportation aides like freight railroads. 2. Economy and Government a. Economy Even before Memphis has been officially founded, it was already hailed as an important location for commerce, exchanges and travel. Up to date, economy within the city continues to evolve as transportation industry booms, entertainment and film industry continues to expand and Fortune companies continue to invest. For these achievements, Memphis has been awarded by Inc. magazine in 2000 as the eighth out of fifty best major U. S areas for business. b. Government Memphis has a Mayor and council form of government which originated in 1960s. 3. People A greater number of African/Black American occupies the city though there percentages of white Americans, Asian and Latinos. A home of different beliefs, the city of Memphis welcomes differences in congregation and denomination. 4. Culture and the Arts Home to musical legend Elvis Presley, Memphis locals had also been the founders of various music genres – making it worthy enough to be tagged as â€Å"Birthplace of the Blues† and â€Å"Birthplace of Rock and Roll†. A rich collaboration of culture and the arts makes the city an interesting destination of travel and recreation. 5. Tourism and Recreation Economic advances and cultural distinctiveness plays a major role in the rise of tourism in the city. Surrounded by art galleries, parks and museums; Memphis’s interactive recreation makes it one of the state’s finest destination site. A typical city rooted from rich history, developed to progress as one of the State’s finest, Memphis, an urbanized territory in South Tennessee continues to emerge as a growing metropolitan. With residents increasing in sufficient number, economy rearing to be at par with United State’s top commerce, with welcoming variety of race, religion and belief; Memphis retains reliable statistics and reputable reasons why settlement and livelihood in this city is note-worthy. Bibliography: †¢ â€Å"Memphis, Tennessee†. Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 24 August 2010. Web. 25 August 2010. http://en. wikipedia. org/wiki/Memphis,_Tennessee †¢ History of Memphis. City of Memphis, 2010. Retrieved 25 August 2010. http://www. cityofmemphis. org//framework. aspx? page=296 †¢ â€Å"Memphis, Tennessee†. City-data. com. Advameg, Inc, 2010. Web. Retrieved August 25, 2010. http://www. city-data. com/city/Memphis-Tennessee. html

Sigmund Freud and the Psychodynamic Perspective

Sigmund Freud and the Psychodynamic Perspective Introduction The origins of The Psychodynamic Perspective can be traced to the early work of Sigmund Freud. Using sub headings this essay will identify the main tenets of Freud’s approach to the understanding of human behaviour: his views on determinism; his use of hypnosis as therapy; his belief that human behaviour is controlled by separate yet interlinked layers of the mind (conscious and unconscious); his views on sex and aggression; and the importance he placed on unresolved and unseen conflict involving the ‘ego’, the ‘id’, and the ‘superego’ (Cave: 1999, p.31/2). The work will then explore how the perspective might be used in a healthcare setting, and will assess inherent strengths and weaknesses. Determinism Determinism, the belief that ‘every state of affairs, including every human event, act, and decision is the inevitable consequence of antecedent states of affairs’ (GuruNet: for details see References) greatly influenced Freud who sought to identify hidden causes for human behaviours. His theory is a dynamic process from the early years of a human’s life where the first interactions with others affect the development of the personality, through to the adult years where the person learns and adopts social values. Hypnosis During his time in France, Freud observed the work of Jean Charcot whose use  of hypnosis led to his ‘inducing and curing hysterical paralyses by means of direct  hypnotic suggestion.’ (Gay: 1998, p.49). Later work with Josef Breuer involved hypnosis where patients recalled traumatic experiences and expressed their emotions as a way to release the conflict within; this was the cathartic method. Freud began to develop his idea that emotionally disturbed patients had problems that were sexually orientated, and, as a development on his work in hypnosis he worked on the idea of ‘free association.’ (Nye: 1975, p.11). Instead of sending patients into a trance using his voice, Freud altered the technique of hypnosis so that the patient independently drew forth words and feelings which might be analysed or explained by the analyst. Unconscious and Conscious activity ‘Freud himself regarded the concept of the unconscious as fundamental to psychoanalysis. It is what makes the psychoanalytic approach distinctive; it is the defining characteristic of the Freudian perspective towards human action.’ (Bocock: 2002, P.32) One of the fundamental beliefs behind Freud’s work was indeed his distinction  between the unconscious, preconscious, and conscious areas of the human mind. He stipulated that the unconscious was the governing force where dreams, habits, thoughts and feelings originate from. In order to investigate these phenomenon he used psychoanalysis; as Nye phrases it in The Three Psychologies ‘it is the role of psychoanalysis to unravel the mystery by seeking the sources of thoughts, feelings, and actions in hidden drives and conflicts.’ (1975, p.10). Through using this technique Freud aimed to identify the nature of crucial communications occurring in early childhood which would affect adult behaviour. Dream interpretation is another of Freud’s infamous techniques; occurring when a person is asleep and unguarded he claimed that this was an opportunity for  unconscious drives and desires to manifest themselves through symbolic images. The  waking human mind however is conscious, meaning that it is aware of what is  immediate to it, and the preconscious is the level between. As Nye summarises it: ‘the unconscious consists of all aspects of our personalities of which we are unaware. The preconscious consists of that which is not immediately at the level of awareness  but is fairly accessible.’ (1975, p.13). The id As part of his understanding of human behaviour Freud identified the human personality as constituting three different structures: the id, the ego, and the superego. The id is what the human child is born with instinct which contains base biological drives; the id seeks immediate satisfaction of primitive impulses, and operates on the ‘pleasure principle’ (Freud: 1927, p.30), seeking to avoid pain and maximise gratification. The instincts that a person is born with remain with them for life: life energy and death energy, which exist side by side, respectively concern the drive to survive (eat, drink, reproduce), and the primitive tendency to return to the ‘inanimate state’ (Nye: 1975, p.14) which has its origins in the prehistory of the world where life forms were unstable. Sex and Aggression ‘In proposing two psychological entities: our animal selves, in the form of the id, and our social selves, the ego and super-ego, (Freud) directly addressed the relationship between biology and socialisation, and the dynamic between them. For Freud, being human was individual peoples endless negotiation between the two.’ (Bland: 2003). It is precisely such negotiation that causes the varieties and extremes of behaviour seen in human beings. As well as the life and death instincts, humans are driven by their sexual drive and their aggressive drive; these being underlying causes of human behaviour. Freud made no distinction between what people might class as ‘everyday’ feelings and sexual feelings. Because humans are animals they are driven to  experience primal urges and desires but simultaneously live in a society where  standards contain and condition human behaviour. Thus, this is where the conflict arises between the drives of the id and the learnt morality of the superego so that anxiety, fear, and neuroses can all be traced to a basic incompatibility of the human  instinct with the socialised world which has evolved around it. The nature of Freud’s concept of aggression is that it is innate and thus a natural state. As one of the most powerful energies within the human mind aggression can cause serious damage mental and physical if it is not released in some way. Freud’s claims that some of the innate destructive energy is never released and so a person harbours the death instinct which eventually overcomes the other drives resulting in death. (Nye: 1975). Ultimately, the emotional life of a human being is destined to be a turbulent one: powerful energies conflict and override each other, and it is the role of psychodynamic therapy to uncover and understand the layers and symbolism within the psyche. A further understanding of these complex processes may be achieved through examining Freud’s concept of the ego and the nature of its functions. The Ego Freud suggested that the ego is a form of mediation between the urges of the id and the learnt morality in the super-ego, evolving as a person grows older in order to help them cope with the world. As the ego develops so does the person’s perception of reality, and a wider view is attained than simply the pleasures of subjective gratification. Freud’s pleasure principle thus becomes replaced by the ’reality principle’ (Stoodley: 1959, p.169). The desires of the id cannot always be realised, so the ego causes humans to convert them into other modes of behaviour;  not only in cathartic sport activities but also in people’s careers. Understanding the work environment in the context of the Psychodynamic Perspective will be discussed later. Freud likens the ego to a ‘a man on horseback, who has to hold in check the superior strength of the horse; with this difference, that the rider seeks to do so with  his own strength while the ego uses borrowed forces. () Often a rider, if he is not to be parted from his horse, is obliged to guide it where it wants to go; so in the same  way the ego constantly carries into action the wishes of the id as if they were its own.’ (Freud: 1927, p.30). Freud’s approach was radical for his time because he saw psychology very much through the same eyes as he saw evolution; as a process involving accumulative and transferable energy. Freud suggested that the energy levels in a person originating from the id and controlled, to an extent, by the ego (depending on circumstances) were affected by restrictions placed on that person by those around them. If these energies were not allowed to have an outlet then the person might suffer from anxiety. A strong ego will therefore develop as the person’s circumstances allow them to adjust to the real world while also going part of the way to satisfying the demands of the id. The Superego The superego incorporates the values and morals of society which are learnt from a person’s parents and other influential figures, and develops as a result of rewards and punishments as the individual grows up. The superego provides the personality with a conscience; a form of overview concerning right and wrong actions, which can cause a person to feel guilty. Freud termed the superego’s internal standard of what a person should be as the ‘ego-ideal’. (Nye: 1975, p.20). The superego is responsible for extremes of behaviour such as introvert behaviour, where  it will concern the person with too many of society’s rules, inhibiting the id and ’immobilizing the ego’s attempts to achieve satisfaction in the real world (Nye: 1975, p.20). On the other hand it can also cause extrovert behaviour where the individual abandons the expected standards of society. Anxiety and defence mechanisms When anxieties develop they can often be explained through the processes which  Freud termed ‘anxiety or defence mechanisms.’ The problem is to do with the  desires of the id they can be controlled by the superego and directed by the ego, but they still remain as very strong inclinations within the psyche. A desire of the id to act in a particular way may be thought of as wrong or punishable and thus creates guilt and tension anxiety within the person. The impulse might be expressed in a disguised form that society does approve of for example becoming a racing car driver or boxer as an outlet for aggression. Other ways of coping with the presence of inner energies are: Repression This is the phenomenon of forcing the uncomfortable desires, painful feelings and memories into the unconscious, only for them to affect our behaviour and mental states on a subliminal level, maybe emerging as Freudian slips or as symbolic imagery in nightmares. It is the job of the ego to try and prevent the ‘forgotten’ thoughts from returning to the conscious mind. Projection This occurs when someone assigns their own negative thoughts to another in order to  absolve themselves of the feeling. Denial Negative aspects of a situation may be avoided if the ego simply does not  acknowledge that they are there; this may be conscious or unconscious. Sublimation When forbidden impulses are channelled into socially acceptable behaviour or a socially beneficial situation for example, an aggressive man might choose to become  a martial arts teacher or a soldier. Alternatively, when a substitute action or transfer  of energy replaces the reaction to the person or object that originally caused the upset it is called displacement. The Psychodynamic Perspective in a healthcare setting Freud’s work has been influential not just in the field of psychology but also in conjunction with the sphere of mental health and social care. His group dynamics where he suggests that a group of people admit the same person a leader into their superego and identify with each other (Cave: 1999, p.57) can help individuals to understand the sometimes complex relations between work colleagues. For example, when a new worker joins a team it takes time to become integrated: Freud would say that this was due to the ‘personal space’ barrier (Cave: 1999, p.58) not yet being broken. Once the person is accepted then the group directs hostility to others outside of it, the barrier changing to a ‘group space’ barrier. More importantly an awareness of group processes can help ‘inform, promote insight, change behaviour or alleviate suffering.’(Cave: 1999, p.50). Understanding the relationships between individuals within a group is crucial for healthcare professionals who work in hospitals and care homes. For example, it could be beneficial to understand what facilitates group cohesion when working with discussion/therapy groups. Alternatively, a patient who is afraid of group work may  be best understood in isolation Freud’s psychoanalytic approach is commonly used in counselling and therapy for drug users, those who have been/are abused, and can be  beneficial to those suffering from obsessions and neurotic disorders. It is vital to have a good rapport and understanding between healthcare workers and patients to provide the best professional environment for recovery. Difficult situations often arise which require tact and discretion such as bereavement and can be understood in terms of Freud’s distinctions between the ego and the id and the conscious and unconscious mind. For example, an unusual pattern of behaviour (possibly anger or guilt) seen in a bereaved person might be attributed to a  defence mechanism which is masking the hidden conflict or upset associated with the death. Critical evaluation of the Psychodynamic Perspective Like all psychological theories, Freud’s is susceptible to heavy criticism because it is one of many perspectives all of which are formed by people trying to study other people making it difficult to attain complete objectivity. Skinner’s behaviourist theory criticises Freud for his belief that many guilt and anxiety complexes are sexually orientated (Nye: 1975, p.52), and there is also conflict between Freudian theorists and those psychologists who view behaviour as controlled by external factors: an example being the issue of suggestion in psychoanalysis and hypnosis. Take for instance, the case study of ‘Dora’ (Cave: 1975, p.37) whose abuse was suggested by Freud to be imagined, the consequence being that after counselling sessions with Freud she showed no signs of improvement. There is discrepancy about the meaning of dream symbols, and the outcome of hypnosis and psychoanalysis is often ambiguous and unreliable. Further problems occur when using hypnosis as therapy because the patient might not be properly under, and, as Freud himself found, they may even fall asleep. Nye notes that Freud used a restricted sample while developing his theory so  that it was not fully representative, and therefore his ideas only have limited applicability. (1975, p.146). Freud’s studies might also have been selectively chosen  to represent his ideas considering the complex nature of concepts such as the Oedipus complex it is unlikely that his findings were reliably consistent. As Webster says in criticism of Freud: (He) made no substantial intellectual discoveries. He was the creator of a complex pseudo-science which should be recognized as one of the great follies of Western civilization. In creating his particular pseudo-science, Freud developed an autocratic, anti-empirical intellectual style which has contributed immeasurably to the intellectual ills of our own era. (Webster: 1995, p.438) A large amount of Freudian theory is indeed based around hypothetical concepts such as the id and the ego, and is restricting in the sense that all behaviour can be traced back to some hidden primal source. Yet it is necessary to bear in mind that much of Freud’s theory has found its way into everyday language such as the ‘unconscious’ and ‘conscious mind‘, the ‘ego‘, etc, and this in itself suggests that the theory makes adequate sense to the human mind. Thus, we are left with a theory that is at the very least plausible but left very much open to interpretation: like many opposing theories evidence can be found for and against it, and it is left to the individual to determine whether or not the theory is acceptable to them. References Bland. J., 2003, About Gender: Freud, the Father of Psychoanalysis. Available from URL (http://www.gender.org.uk/about/01psanal/11_freud.htm). Bocock, R., 2002, Sigmund Freud. London: Routledge. Cave, S., 1999, Therapeutic Approaches in Psychology. London: Routledge. Gay, P., 1998. Freud: A Life for Our Time. New York: Norton. GuruNet, online dictionary, available from URL (www.questia.com). Freud, S., 1927. The Ego and the Id. Contributors: Joan Riviere transltr. London: Hogarth press, and the Institute of psycho-analysis. Messer, D., and Meldrum, 1995, Psychology for Nurses and Healthcare Professionals. Prentice Hall: London. Nye, R., 1975, The Three Psychologies, 3rd Ed. California: Brooks. Stoodley, B., H., 1959, The Concepts of Sigmund Freud. Glencoe: Free Press Webster, R., 1995, Available from URL (JavaScript:parent.bookWindow(../books/bookstz.html l WebsterR_1995) Background Reading Fine, R., D., 1962, Freud: A Critical Re-Evaluation of His Theories. New York: David Mckay. Jones, E., 1953, The Life and Work of Sigmund Freud: The Formative Years and the Great Discoveries, 1856-1900. Volume: 1. New York: Basic Books. Levine, M., P., 2000, The Analytic Freud: Philosophy and Psychoanalysis. London: Routledge. Mansfield, N., 2000, Theories of the Self from Freud to Haraway. St. Leonards, N.S.W: Allen Unwin.

Implementing child rights

Implementing child rights Introduction One basic human rights principle laid down in the Universal Declaration of Human Rights, 1948 is that all human beings are born free and equal in dignity and rights (Article 1 UDHR). However, specifically vulnerable groups such as women, indigenous people, and children have been assigned special protection by the UN legal framework (Henry J. Steiner P. Alston, 2000). The UN Convention for the Rights of the Child, 1989 remind us that children, whilst retaining their entitlement to the full range of human rights, are often marginalised or excluded, and represent a special case required additional safeguards (Defence for Children International (ed), 1995). Therefore, the Committee on the Rights of the Child have also adopted about twelve General Comments (in addition to two Optional Protocols) guiding States on specific issues such as HIV/AIDS, the aims of education etc (Committee on the Rights of Child-General Comments). The Committee in 2005 adopted â€Å"General Comment 7 (GC7) on Implementing Child Rights in Early Childhood† (The Committee General Comment 7 of 2005). GC7 recognises that in implementing the UNCROC States parties have often overlooked young children as rights holders (GC7 para.3). The Comment seeks to redress this by clarifying State obligations for UNCROC implementation with respect to all children â€Å"below the age of 8† (GC7 para.4). The UNCROC regards young children as active meaning makers with â€Å"evolving capacities† (Art. 5) requiring age-appropriate guidance and support whom, both as individuals and as a constituency, have a voice which must be given due consideration. Parents/Caregivers and States are reminded to balance control and guidance with respect to evolving capacities of the young child, and of the obligation to facilitate genuine participation of young children in the process affecting their development (The Committee General Comment 7, 2005). In this 21st century, when we Australians are busy counting our economic and political success both at national and international level, still is much needed to be done to improve the status of children in Australia for the coming future (Nyland, 1999). In this essay, I have tried to discuss the role of early childhood settings in enacting and promoting the children rights such as participation, protection and provision and in making these rights available to Australian children. Childrens Rights: Setting Standards Legal conceptions of children The adoption of the Convention on the Rights of the Child marked a fundamental shift away from past conceptions of children and childhood to a new one. Until then, the law had seen a child as property the property of the father to be dealt with and disposed of as he saw fit (Hart et al, 1991). However a conceptual shift took place during the 19th century, based on the perception of children as vulnerable and so in need of protection from poverty, the voices of industrialization, immigration and urban living. In addition, to being considered property, the child began to be considered as a resource to society (Hart et al, 1991). The human rights movement of the 20th century, previously focused for adult rights was extended to children (Hart et al, 1991) though children were still seen as vulnerable and in need of protection but this status was subsumed in a broader understanding of children as full human beings with all the human rights and fundamental freedoms that all human beings have. Their need for protection was transformed into a right to protection. They had a right to be free from exploitation, abuse and neglect of any kind. Seeing children as rights-holders (The Committee GC7, 2005) had implications beyond child protection, however. It meant that, like all human beings, they were also entitled to freedom of speech, freedom of religion and belief, freedom of association, the right to education and to the highest attainable standard of health, and so on. The UN Convention on the Rights of the Child, 1989 The UN Convention on the Rights of the Child is the universal statement of this new conception of rights-holders. The United Nations General Assembly on Nov 20, 1989 adopted the UN Convention on the Rights of the Child (UNCROC). In 1990 Australia ratified the UNCROC and to date 191 countries have ratified the Convention, while US and Somalia have become signatories (Berenice Nyland, 1999). The Convention is considered to the most comprehensive and complete international legal document on childrens rights concerning their protection development and welfare (P. Alston, 1991). The Convention deals with the child-specific needs and rights. It requires that states act in the best interests of the child. The Conventions objective is to protect children from discrimination, neglect and abuse and serves as both a rallying point and a useful tool for civil society and individual people, working to protect and promote childrens rights (Berenice Nyland, 1999). In many ways, it is an innovative instrument. Categories of rights under the UNCROC Greenwood suggests that the rights set out in the Convention fall into three categories (Module 1. Topic 2: The Convention on the Rights of the Child); Provision: this category includes the right to posses, receive or have access to the right to life (Art. 6), a name and a nationality (Art. 7), health care (Art. 24), education (Art. 28), adequate rest and play (Art. 31), special care for disabled children (Art. 23), an adequate standard of living (Art. 27), care after abuse (Art. 39), and respect for the cultures from which the children come (Art. 30). Protection: it grouped the right to be shielded from harmful acts and practices such as; separation from parents (Art. 9), sexual exploitation (Art. 34), and physical abuse and neglect (Art. 19). Participation: this class encompasses the right to be heard in discussion affecting the childs life so that the child has freedom of expression (Art. 13), freedom of thought and religion (Art. 14), and the right to be heard in court (Art. 12). The UNCROC, 1989 formally-agreed standards cover: provision rights (to necessary, not luxury, goods services and resources); protection rights (from neglect, abuse, exploitation and discrimination); and participation rights, when children are respected as active members of their family, community and society, as contributors from their first years (Alderson, P. 2000). The effect of the Convention for Children in Australia Since the ratification of the UNCROC in 1999 by Australia till 2010, we can say that the Convention has realised neither the brightest hopes of its supporters nor the most dire fears of its opponents (Butler, B., 1993). The ratification of an international instrument by Australia, such as the Convention, does not ipso facto make that instrument part of domestic law hence the UNCROC is not part of Australian domestic law. Therefore, it has not revolutionised public policy making for children, nevertheless it has led to many very significant initiatives and reforms (Module 1. Is the Convention enforceable, p 29). It has provided a new basis for examining the situation and treatment of children, bringing a rights focus to what previously were seen as purely welfare issues. The effect of this is that the Convention has been declared an international instrument relating to human rights and freedoms for the purpose of Human Rights and Equal Opportunity Commission Act 1986 (Cth) (Module 1. Is the Convention enforceable, p 29). Consequently, the Convention has provided the legal and conceptual basis for the establishment of childrens commissioners in most Australian jurisdictions. Childrens rights and early childhood settings Early childhood, the period from birth to 6-8 years, is a significant and unique time in the life of every individual. Every child needs and has the right to positive experiences in early childhood. As with every other phase in life, positive supports and adequate resources are necessary for meaningful development. In their everyday lives, children largely stay within and relate to three settings their home, schools and recreational institutions (Rasmusen, K. 2004). These environments have created by adults therefore quality early childhood practice is built upon the unique role of the adult. The competencies, qualifications, dispositions and experience of adults, in addition to their capacity to reflect upon their role, are essential in supporting and ensuring quality experiences for each child (Wyatt, S., 2004). This demanding and central role in the life of the young child needs to be appropriately resourced, supported, and valued. Therefore, quality early childhood care and education must value and support the role of parents (Thorpe, R., Thomson, J., 2003). Open, honest and respectful partnership with parents is essential in promoting the best interests of the child. Mutual partnership contributes to establishing harmony and continuity between the diverse environments the child experienc es in the early years. The development of connections and interactions between the early childhood setting, parents, the extended family and the wider community also adds to the enrichment of early childhood experiences by reflecting the environment in which the child lives and grows (Thorpe, R., Thomson, J., 2003). Basing early childhood services on childrens rights Childrens rights are relevant to early childhood education and care. The Convention on the Rights of the Child is directed towards the well-being of every child and the full development of every child to her or his full potential (Butler, B., 1993). Early childhood education and care shares that direction and commitment. The Convention states that the first objective of education is â€Å"the development of the childs personality, talents and mental and physical abilities to their fullest potential† (Art. 29 (1)). Early childhood education and care contributes to the full personal development of children. Early childhood institutions contribute to implementation of the requirements of the Convention in relation to the childs right to the highest attainable standard of health care (Art. 24), the right to education (Art. 28), the right to protection from exploitation, abuse and neglect (Art. 19), the right to play and recreational activities â€Å"appropriate to the age of the child† and to participate in cultural life (Art. 31). Institutions also have particular regard for the specific needs and rights of particular groups of children specified in the Convention: refugee and asylum seeker children (Art. 22), children with disability (Art. 24), children of ethnic and religious minorities and indigenous children (Art. 30), children placed in alternative care (Art. 20), children who are the victims of abuse and neglect (Art. 39) (Alderson, P., 2000). In Australia, the importance of childrens rights to early childhood care and education is recognised in many of the key documents that express the values and goals of the sector. The first commitment to children in its Code of Ethics is to act in the best interests of the child and the second commitment is a more general one, to â€Å"respect the rights of children as enshrined in the UNCROC and commit to advocating for these rights† (ECA Code of Ethics, 1990). Its policy positions are based on principles that â€Å"reflect adherence and commitment to† the Convention on the Rights of the Child (ECA position statement consulting with young children). They are expressed in rights terms: â€Å"All children have the right to access and participate in early childhood programs and services† (Inclusion of Children). Childrens rights issues for early childhood institutions Early childhood education and care institutions address childrens immediate needs and well-being, that is, childrens lives as children (Rasmusen, K. 2004). They provide children with opportunities for learning, play and socialisation. They provide the foundations for literacy, numeracy, later learning, and future life opportunities. They also focus for addressing the rights of disadvantage and particular groups of children such as indigenous children, refugee and immigrant children, children with disabilities, children from poor families. The way childrens rights are interpreted and acted upon in early childhood institutions it has some cultural/social implications (Berenice Nyland, 1999). For example, when children interact in the complex cultural environment of a day care setting that can provides us with insights into how they construct their views of the world and culture. Therefore as adults we should observe children very closely in order to understand what they are trying to tell us about their surroundings. Mostly caregivers based children developmental activities on observed activities of children focusing mainly on the individual child and areas of development and divide children into developmental areas which is a problem because one area or dimension can not exist by itself. Therefore the practitioners should be motivated to plan for the different areas of development and therefore move away from play-based curriculum since tasks are developed to aid a particular area of development and overlook or neglect the ideal of whole child (Nyland, 1999). Another constraint of current mode of recording children behavioural observation is that we record observed behaviour meaning something already has been done by a child (Nyland, 1999) so we look at the child of yesterday and not at the child potential (Vygotsky) in upcoming future. In a child care centre caregivers can create an environment focusing to strengthen child development in a more holistic way which will give to the caregivers a better understanding of the physical and social settings of children from where they belong. In the child care centre the caregivers can also identify culturally regulated customs and can use it as a culturally niches (Nyland, 1999). The adult/caregivers role in these developmental niches/physical and social settings is one of scaffolding the child experiences (Valsiner, 1987) through an environment that is carefully considered in relation to three metaphorical zones (Cole, 1996). These metaphorical zones make up the developmental niche and consisted of three zones i.e. zone of free movement (ZFM), the zone of promoted activity (ZPA) and the zone of proximal development (ZPD) (Valsiner, 1987). ZFM is understood as the childs access to the environment, objects, events and ways of acting (Cole, 1986). ZPA covers a childs particular action, or response which encouraged him/her to give by a more competent member of the culture or from the same physical environment (Nyland, 1999). But when the ZPA is matched to the childs present development state which guides further development then it is referred as ZPD (Cole, 1996). In early childhood setting the caregivers role is more important and dynamic since s/he can use the metaphorical zones as guide for designing and providing space, objects and interactions. The caregiver own role can be deliberately designed for enhancing the perceived developmental potential in an articulated cultured environment. The cultural activity where development is most likely to occur in a cultured environment is known as leading activity and such activities can be accomplished through manipulation for infants and spontaneous play for children (Bodrova Leong, 1996). For better understanding of the role of early childhood settings for the protection of children rights, Berenice Nyland (1999) in article â€Å"The United Nations Convention on the Rights of the Child: Using a concept of rights as a basis for practice†, quoted a 20 minutes observation period took place in a day care centre between two babies of under two years, with no spoken language. Kallina started the play by putting a nappy on a doll. She was thoroughly engaged and her physical moments were free. She had mental picture of folded nappy because she tried many times to match reality with mental event representation. Another baby Claudia joined the play, took a doll and wrapped a nappy around it. Claudia just matched the nappy and made no effort to fold it or put it on the bottom half of the doll. Similarly Claudia found another undressed doll in the same place and take out a nappy from a nearby clean clothes basket and draped it around it. The observer was asked to put the n appies on to prevent them falling off. Claudia then took a plastic play gym from an immobile baby and placed it to the book corner. She then placed the dolls underneath the play gym, so they ‘could play. The role of caregiver in this exercise is the childrens actions affirmed the suitability of the available environment created by the caregiver relating to the freedom of moments (ZFM) for the babies and they had access to inside and outside. They were having free choice of space and toys, and also access to domestic equipments such as clean clothes basket. The children initiated ZPA by themselves and there was no need of adult intervention or guidance. Scaffolding and learning in the ZPD occurred between children, as they were engaged in intentional goal oriented behaviour hence established their ZPA. Such zones should be dynamic and constantly being renegotiated. This exercise shows that observing children in such expressive way and to see their development within the context of relationships existing in the physical environment of the setting, cultural artifacts, and social interactions gives a comprehensive way of individual child. At one hand it demonstrates a childs competence for understanding changes and on the other hand the early childhood setting as a learning environment. Such an approach moves away from the straitjacket of areas of development and affords the child a voice while giving the caregiver a more meaningful role within the relationship (Berenice Nyland, 1999). Early childhood workers as leaders in childrens rights advocacy We then are needed as advocates for childrens well-being and not only advocates but leaders in advocacy. The basis of our advocacy should be childrens rights, as recognised in the UN Convention on the Rights of the Child. Why we? Because as early childhood professionals, we have responsibilities and opportunities that require we to be advocates. Our responsibilities come from our role as workers with children. We know them and their needs well (Nyland, 1999). We know what promotes their development and their happiness. We know the importance of services for them being of the highest quality. We also know the consequences of children not receiving the services and support they need for their full development and the consequences of poor quality services. Advocacy cannot be left to others when we have so much expertise and experience (Module 4. Topic 1: Advocacy for children. p 5). Conclusion The legal obligations of the Australian government under the UN Convention on the Rights of the Child are still to be realised, almost 20 years after its ratification. We can move beyond frustration, anxiety and despair and embrace the possibility of hope or the audacity of hope, as Barack Obama (Quote for the Hope) calls it if we are willing to do so. Children have few choices. We adults and professionals have many. The challenge is to choose to place ourselves at their service and in the service of their rights. Children have the ability to construct their own images and now its upto the society how seeming it. The early childhood practices, like child study, provide a strategy for listening to the very young. A belief in childrens rights and an understanding of childrens strength and competence can be used as a basis for improving the quality of childrens daily lives (Berenice Nyland, 1999). By this our early childhood institutions would provide to the children with opportunities for learning, play and socialisation. So the emerging vision is one of an actively participating and socially competent young child. This young child is ecologically situated: within family and caregiving environments; in relationship with peers; as part of a community; and as a member of society. This young child is to be considered holistically: as a being whose emotional, social physical and cognitive capacities are evolving in various social and cultural settings (The Committee GC 7). Therefore require us to reconsider young, active, participant children in the broadest possible sense, both as individuals and as a constituency.

Essay --

Fish constitutes a key source of animal protein for much of the world’s population.[1] Global fishery catches from marine ecosystems were highest in the mid-1980s and have been decreasing ever since despite increasing fishing effort [2]. Many of the world’s oceans wild fish stocks are completely exploited, so the capture fisheries are no longer sustainable. In 2004 the United Nations State of the World’s Fisheries report indicated that â€Å"52 percent of the oceans' wild fish stocks are fully exploited.[3]. In response to the decline of wild fisheries, many of the countries have put their effort to aquaculture. Aquaculture is the farming of aquatic plants and animals. FAO placed the global Aquaculture at 60 million tonnes in 2010,[1], which is about 41.2 % of the total fish production in the World. European Union (EU) countries contribute to 4% of the world aquaculture production. The value of EU aquaculture production was â‚ ¬ 3.1 billion for 1.26 million tonnes of production in 2010[4]. Available data show a growing gap – estimated at 8 million tonnes – between the level of consumption of seafood in the EU and the volume of captures from fisheries. Thus the European Union is giving a priority to expansion of Aquaculture in its Members countries. Because of the many issues involved aquaculture, there is a deliberate measu re by the EU to keep up policies which will ensure that the expansion of aquaculture is in done in an environmentally, socially and economically sustainable way by member countries. Here I discuss the general concepts of aquaculture and the significance of the EU aquaculture policies under the EU Union common fisheries policy (CFP) for the growth of aquaculture in the region. I also compare these policies with other ma... ...ave led to success of china aquaculture include availability of market, diverse and diversity of fish products. Prioritization of the aquaculture as important sector of the economy also contributes to the significance difference in production between the EU and china.[13] The major differences that can be seen between aquaculture in China and in the European union is that in china aquaculture production is more focused to production while the European Union focuses on the Environmental challenges. Conclusion The aquaculture sector has a strategic importance in contribution to food security and its growth is very promising especially under the blue growth economy. Despite the many challenges facing the aquaculture industry in the EU the growth can be realized if the polices and strategies under the CFP for aquaculture are implemented by the member countries. â€Æ' Essay -- Fish constitutes a key source of animal protein for much of the world’s population.[1] Global fishery catches from marine ecosystems were highest in the mid-1980s and have been decreasing ever since despite increasing fishing effort [2]. Many of the world’s oceans wild fish stocks are completely exploited, so the capture fisheries are no longer sustainable. In 2004 the United Nations State of the World’s Fisheries report indicated that â€Å"52 percent of the oceans' wild fish stocks are fully exploited.[3]. In response to the decline of wild fisheries, many of the countries have put their effort to aquaculture. Aquaculture is the farming of aquatic plants and animals. FAO placed the global Aquaculture at 60 million tonnes in 2010,[1], which is about 41.2 % of the total fish production in the World. European Union (EU) countries contribute to 4% of the world aquaculture production. The value of EU aquaculture production was â‚ ¬ 3.1 billion for 1.26 million tonnes of production in 2010[4]. Available data show a growing gap – estimated at 8 million tonnes – between the level of consumption of seafood in the EU and the volume of captures from fisheries. Thus the European Union is giving a priority to expansion of Aquaculture in its Members countries. Because of the many issues involved aquaculture, there is a deliberate measu re by the EU to keep up policies which will ensure that the expansion of aquaculture is in done in an environmentally, socially and economically sustainable way by member countries. Here I discuss the general concepts of aquaculture and the significance of the EU aquaculture policies under the EU Union common fisheries policy (CFP) for the growth of aquaculture in the region. I also compare these policies with other ma... ...ave led to success of china aquaculture include availability of market, diverse and diversity of fish products. Prioritization of the aquaculture as important sector of the economy also contributes to the significance difference in production between the EU and china.[13] The major differences that can be seen between aquaculture in China and in the European union is that in china aquaculture production is more focused to production while the European Union focuses on the Environmental challenges. Conclusion The aquaculture sector has a strategic importance in contribution to food security and its growth is very promising especially under the blue growth economy. Despite the many challenges facing the aquaculture industry in the EU the growth can be realized if the polices and strategies under the CFP for aquaculture are implemented by the member countries. â€Æ'

Shakespeare In Love :: essays research papers

Shakespeare in Love is a fictional story about the writing of William Shakespeare's Romeo and Juliet. Shakespeare, played by Joseph Fiennes, is in the middle of what could be a disastrous writer's block. His idea for the play, which should be completed, is a pirate comedy entitled Romeo and Ethel, the Pirate's Daughter. But Will is stuck, his shrink asks him how long it has been since he has been with a woman and advises him that that is what he needs. Auditions are held since the players' troup is out on tour. All the not so actors are pitiful. Except for Thomas Kent, the alias given by Viola, played by Gwyneth Paltrow. Women at this time are not allowed on stage in public. After Shakespeare shows interest, this character runs away to her estate where a party is being held. He follows Thomas into this party to later find love at first sight in Viola. Thomas once again shows up to receive her part in the play as Romeo. While Will and Thomas are talking, Shakespeare pours his heart out, telling about this wonderfully beautiful woman, Thomas's cousin. Somehow, they end up kissing. Now that Will has this woman, his writers block is cured, he goes on to write Romeo and Juliet through his true-life actions in his affair with Viola. At the end of the movie they put on the play through all the hardships, in the company of Queen Elizabeth. I greatly enjoyed this movie, even though it is not a typical movie of my preference. The truth is that I would have never gone to see this movie if extra credit was not given. I was delighted to see an extremely entertaining movie. I was also amazed at all the references that I would not have not caught if it weren't for English Literature and history covered this year and by reading Romeo and Juliet two years ago. Freshmen year, while reading the play, I repeatedly caught myself thinking, "I don't understand a thing they are saying.

Entry Level Employment In Healthcare Essay

1. What competencies are needed for entry level employment in healthcare/HIS? Healthcare skills: (anatomy and physiology, medical terminology, pathophysiology, clerical and administrative procedures, laws and ethics, communications), Computer skills :(MS office, EHR, Internet, billing-related/PM, data mining, records management, coding/cac, And knowledge of healthcare reform: (privacy and security, HIPPA, HITECH, PPACA, ICD-10) for the greatest career opportunities for advancement. 2. Describe various professions (clinical and administrative) and their roles and responsibilities in the medical office. Physicians, primary clinicians in the practice Physician Assistants, formally trained to provide diagnostic, therapeutic, and preventative health care services under the supervision of a physician. Nurses, perform a wide range of clinical and non clinical duties. Caring for patient and developing care plans or contribute to existing ones. Nurses administer Iv medications, blood products and other various duties. Medical Assistants, trained perform both clinical tasks and administrative duties. MA’s collect specimens, obtain medical history and vital signs, prepare for and assist with medical procedures. 3. What is SOAP format? Soap (subjective, objective, assessment and plan) is the format used to enter progress notes. 4. Define medical coding and list and describe the different code sets. Medical coding is the process of applying HIPPA mandated code sets to assigned codes to diagnoses and procedures. Code sets include: CPT: (current procedural terminology), used for reporting medical procedures and services. HCPCS: (healthcare common procedure coding system), procedure code for medicare claims ICD-9: (international classification of diseases ninth revision, clinical modification), the source of the codes used for reporting diagnoses. 5. Submit Exercise 7.3 on page 329 of the text. (previously completed) (Chapter 7) Answer here 6. Chapter 8 describes different types of health plans. List them. Exclusive Provider Organization (EPO): A managed care plan where services are covered only if you use doctors, specialists, or hospitals in the plan’s network (except in an emergency). Health Maintenance Organization (HMO): A type of health insurance plan that usually limits coverage to care from doctors who work for or contract with the HMO. It generally won’t cover out-of-network care except in an emergency. An HMO may require you to live or work in its service area to be eligible for coverage. HMOs often provide integrated care and focus on prevention and wellness. Point of Service (POS): A type of plan where you pay less if you use doctors, hospitals, and other health care providers that belong to the plan’s network. POS plans require you to get a referral from your primary care doctor in order to see a specialist. Preferred Provider Organization (PPO): A type of health plan where you pay less if you use providers in the plan’s network. You can use doctors, hospitals, and providers outside of the network without a referral for an additional cost. Health Savings Account (HSA): A Health Savings Account allows individuals to pay for current health expenses and save for future qualified medical expenses on a pretax basis. 7. List and briefly describe the four major government-sponsored insurance programs. Medicare: is the federal health insurance program for people who are 65 or older, certain younger people with disabilities, and people with End-Stage Renal Disease (permanent kidney failure requiring dialysis or a transplant, sometimes called ESRD). Medicaid: is a joint federal and state program that helps with medical costs for some people with limited income and resources. Medicaid also offers benefits not normally covered by Medicare, like nursing home care and personal care services. TRICARE: is the health care program for almost 9.5 million beneficiaries worldwide—including active duty service members, National Guard and Reserve members, retirees, their families, survivors, certain former spouses and others registered in the Defense Enrollment Eligibility Reporting System CHAMPVA: The Civilian Health and Medical Program of the Department of Veterans Affairs is a health benefits program in which the Department of Veterans Affairs (VA) shares the cost of certain health care services and supplies with eligible beneficiaries.

Analyse of the Two Key Moments Essay

Just before this key moment starts, the guards takes Rebecca Nurse out of her cage, on its way to the place where people are hanged. She is astonished that John is confessing. The key moment starts with Proctor refusing to say that he saw Rebecca Nurse in the Devil’s company, or anybody else. Danforth demands that Proctor prove the purity of his soul by accusing others, but Hale advises that it is enough that he confesses himself. Parris agrees, but Danforth demands that Proctor should sign a document. Proctor says that he has confessed to God, and that is enough. He asks Danforth whether a good confession must be public. Proctor wishes to keep only his name, and Danforth thus refuses to accept his confession. Danforth orders Proctor to be hanged. Hale begs Elizabeth to plead with Proctor to sign a confession, but Elizabeth states that Proctor has his goodness now, and God forbid that she take it from him. The characters have turning points in the key moments, and I am going to discuss what happens to Hale, John Proctor and Danforth in this key moment. Hale’s beliefs in witchcraft changes, so does his faith in the law. In Act 4, he tells the accused witches to lie, to confess their supposed sins in order to save their own lives. This change of heart and hopelessness, makes Hale gain the audience’s sympathy but not its respect, since he lacks the moral character of Rebecca Nurse or, and as it turns out at the end of Act 4, John Proctor. Although Hale recognises the evil of the witch trials, his response is not resistance but surrender. He thinks that survival is the highest good, even if it means helping oneself to injustice, which honourable and truly heroic characters can never accept. John Proctor changes himself and provides a final charge of the witch trials. Offered the opportunity to make a confession that he has seen the Devil, he almost surrenders, even signing a confession letter. His great pride and fear of public opinion drove him to hold his truth, adultery, from the court, but by the end of the play he is more concerned with his personal honesty than his public reputation. He still wants to save his name, but for a personal and religious view, rather than the publics’ reasons. Proctor’s refusal to provide a false confession is a true religious and personal determination. His confession would dishonour his friends who are convicted who are brave enough to die as support to the truth. Also it will dishonour himself, staining not just his public reputation, but also his soul. He then decides to change his mind and tells Danforth that he does not want to lie, this bringing him to heaven. He has now redeemed his sin. As Elizabeth says to end the play, responding to Hale’s plea that she convince Proctor to publicly confess: â€Å"He have his goodness now. God forbid I take it from him! † In this key moment Danforth shows that his greatest interest is to protect the reputation of the court when he prompts Proctor to sign a confession, thus preventing the response of his death. I think that Danforth has changed internally but not externally. I think he believes that the witchcraft is fake, but externally he is still a strict and craving for a good reputation. If he did believe people at the end of the play, then he would not convict John Proctor, but he did because it was to late then, and his reputation would be ruined, as he has convicted people before. It is a crucial moment for the audience because they think Proctor is a bad and not a honourable man when he signs the paper. It is dramatic irony, but not as much. The audience know that Proctor does not see the Devil, to save his life by confessing and showing you don not lie, he says he has been seeing the Devil. But he suddenly changes, he rips the piece of paper representing his confession, and explains that his name is more important, he wants to show he is a heroic man, so he says he never has see the Devil, which is true, and the audience see how he is a better man, and is going to die being an honourable and a heroic man. A crucible is a melting pot, where substances are heated to a high temperature to get rid of impurities. Miller is suggesting the play is like to purge by fire, a form of ‘cleansing’. This is a metaphor for spiritual improvements as the result of a confession being exerted. It is known as ‘cleaning’ or ‘cleansing’ yourself by confessing to seeing the Devil. There is many ways to explain the name of the book and here are some more: first witches supposedly boil potions in cauldrons and a synonym for cauldron is crucible. Secondly, it has a metaphorical meaning: the society of Salem is being heated and stirred in an attempt to remove the impurities and leave only the pure members of the society. One of the central themes of the play is the spiritual development of John Proctor. It is a powerful and complex play. All of the action takes place indoors and it is very black, simplistic and it emphasises the lifestyle of the people and it echoes the claustrophobic atmosphere of the play. The play focuses on ordinary people in extraordinary circumstances. In the play Miller is discussing the forces of evil. In the attempt to cut out evil there is certainly a degree of irony. The irony in this play is that evil and tragedy actually occur from the actions of the unwise and over eager characters such as Danforth and Parris and to a certain extent Hale, who became responsible for deaths, misery and cruelty. Miller is suggesting that humans are vulnerable to evil and he aims to show that the evil generated in Salem was through a combination of circumstances for which no one person could be held entirely responsible but yet none were guilt free. The Crucible was based on real events and characters. The people of the 17th Century Salem, witchcraft were a very real and forceful threat. Many people were accused of being witches, and were tortured and executed. The discrimination of witches spread to a lot of places around the world. Witches thought to commit crimes have various ‘proofs’ of a witch including the testimony of a fellow witch, the common belief or accusation of those who live with suspected witch, cursing followed by some mischief or the person disagrees with the person when questioned. Miller was interested in McCarthy trials in the 1940s/50s and made the book parallel to it, Salem witch trials of 1682. Miller may have oversimplified matters, in that while there were no actual witches in Salem, there were certainly Communists in 1950s America. However, one can argue that Miller’s concern in The Crucible is not with whether the accused actually are witches, but rather with the refusal of the court officials to believe that they are not. McCarthyism limits, which wronged many innocents and this parallel was felt strongly in Miller’s own time. In real life, at Millers time, Abigail Williams was 12 years old, but in the play she is 17, but why did he change the age? He did this to make Abigail Williams a better character to make her do all the mischievous things she does in the play. At the age of 17, you are mature and able to make an opinion, and act more like an adult, unlike a 12 year old where you are still to young to do things adults do. Danforth was not a real person, he was made up, but the wonderful thing about him is that he is made up of 3 characters. These three characters were the judges, but they would not be as dramatic and neither strong, unless there is one person who rules, making that character more remembered, and more important to the play.