austrailia foreign policy :: essays research papers

Australian Foreign Policy What is Foreign Policy? Foreign Policy is a nations’ attitude, actions (ie economic sanctions, peacekeeping, military activity) as well as our dealings with other countries (ie trade, immigration, aid, defence) and anything that is directed towards preserving and furthering certain national interests. Foreign Policy seeks to maintain national security, promote economic and trade interests, expand regional and global links, and promote the nation as a good global citizen. Why is FP unique in terms of FP making? Indeed, FP is unique in terms of policy making, largely because it requires little legislation. In essence, governments do not have to face a review of their policy enshrined in legislation in the Senate. Arguably FP may be made with little reference to Parliament as it usually obtains bi-partisan support as recently exemplified by the outstanding Labor Party support for an additional Medicare levy to cover the costs of Australian peacekeeping forces in East Timor. Consequentially, FP is seldom a topic for elections as it does not directly affect the electorate, nor does it gather the same level of community participation or interest as many other policies. Key features†¦ A 1997 White Paper on Foreign and Trade Policy called ‘In the National Interest’ is the most important single statement on FP in recent years. It set the guideline for FP according to the National Interest. Implicit in the National Interest is to maintain national security through international diplomacy and readiness to defend the continent and territories against possible armed attack or other aggression, to protect and promote the nation’s economic welfare and living standards, which increasingly depend on global economic growth, free international trade and the confidence of global international markets, and to keep our democratic way of life, and our civil and political liberties. A more recent foreign policy priority is the promotion of the nation as an active and responsible global citizen. Success in this area is measured by our response to human rights, terrorism, third world debt, and drug issues. Australia already has a well deserved international reputation because of the work of previous foreign ministers, e.g Bill Hayden and Gareth Evans on human rights. Key players and their roles†¦ Decisions about FP are made by the executive and the bureaucracy making it incompatible with the democracy that Australia is. The government can dominate foreign policy in a way that it cannot dominate domestic policy.

Exposing American Myths Today Essays -- essays research papers

The United States of America has been blessed with the grace with God, it is the land of spacious skies, amber waves of grain, endless possibilities, and freedom for all. It is superior to all other nations and when faced with moral dilemmas. It is firmly believed by citizens that God sides with them. Though these are the ideals and the purposes of which the United States was founded, they are still myths and legends that are not necessarily truthful today. They were partially created by facts but mostly by the government and the people. Myths are dreams that take one from reality and place them in a comfort zone that feels much more at ease than dealing with what is reality and truth. There are so many myths that are meant to placate the frazzled American who is just looking for some reassurance from what is stressfully everyday life. However, some myths can be offensive and overlooked as many are not recognized as being false at first glance. Some assumptions of certain cultural gr oups, religious affiliations, political parties, and many others face the abuse daily. Since myths in the United States are often misperceived, the way society sees myths is bias. They can be seen as delusions of the ways people are to distinguish between what is reality and what is not. Myths in the United States began when the first pilgrims set foot on Plymouth Rock, it is unlikely they knew the importance of what they had begun but they knew the principles on which they had founded the new land with the notion that they were now able to begin the second journey of their lives free from British persecution and hardship. A common myth one will find about the new settlers and the Native Americans that resided there can be found in an ordinary kind... ...no myth bold enough to state that bliss has ever resolved anything. Works Cited Churchill, Ward. â€Å"Crimes Against Humanity.† The Presence of Others. Eds. Andrea Lunsford and John J. Ruszkiewicz. Boston: Bedford, 2005. 536-543. Douglass, Frederick. â€Å"What to the Slave Is the Fourth of July?† The Presence of Others. Eds. Andrea Lunsford and John J. Ruszkiewicz. Boston: Bedford, 2005. 522-533. Jefferson, Thomas. â€Å"Declaration of Independence.† The Presence of Others. Eds. Andrea Lunsford and John J. Ruszkiewicz. Boston: Bedford, 2005. 517-520. Shindle, Kate. â€Å"Miss America: More Than a Beauty Queen?† The Presence of Others. Eds. Andrea Lunsford and John J. Ruszkiewicz. Boston: Bedford, 2005. 563-566. Postman, Neil. â€Å"The Great Symbol Drain.† The Presence of Others. Eds.Andrea Lunsford and John J. Ruszkiewicz. Boston: Bedford. 2005. 546-555.

Anthem vs. Hunger Games Essay

In today’s society, a lot of people tend to take for granted what they have. Every once and a while, something drastic will ensue them, and that’s when they finally grasp what’s been right in front of them the whole time. In many different societies, for example the societies in The Hunger Games, and Anthem, the individuals that are living there are forced to listen to the ruler, or rulers, do not have an opinion in some of the choices that are made for them, and are also forced to accept the rule of selflessness. Based on the themes of the Power of Knowledge, the Image of Self, and the Consequences of Free Will, the novella, Anthem, and the film, The Hunger Games express similarities and differences regarding the dangers of a Totalitarian government and its effect on its citizens in order to teach the reader to be blessed that they have a democracy and that the individuals of the United States have it really easy compared to other countries, and even societies i n books or movies. The Power of Knowledge is the result of having or not having knowledge. Being knowledgeable is not just one quality, but is many and a process of learning, experiencing, knowing and understanding. In the book Anthem Equality 7-2521states, â€Å"But we must never speak of the times before the Great Rebirth, else we are sentenced to three years in the Palace of Corrective Detention† (Rand 19). This quote from Anthem is an important example of the Power of Knowledge because what Equality is saying is that every person in his town has the knowledge of what happened before the Great Rebirth, they just choose not to bring it up because they are petrified of what their punishments will be. However, an example of the Power of Knowledge from The Hunger Games is when Katniss recognizes the weakness of Seneca Crane, which is not having a winner of this year’s game, and uses that to her best advantage to force Seneca to let both her and Peeta win. This is important because if Katniss had not realized that doing so was his weakness, she and Peeta would have both had to kill themselves because they  did not want to live without each other. In conclusion to these two different pieces of evidence, they are also able to be compared by noticing the facts that if both these characters did not take into account the opinions or beliefs of others, there would never be a way to be different, or a way out. Image of self is the way one views his or herself, the ability to know our own flaws, strengths, bad habits and limits. When life starts to get rigid, most people lose hope in themselves because they feel as if they are not sturdy enough to stand anymore. In a lot of books, or even movies, this is a major problem that most characters face. In this case, from Anthem, the teachers always pointed out the flaws in Equality 7-2521, â€Å"There is evil in your bones, Equality 7-2521, for your body has grown beyond the bodies of your brothers† (18). This quote would be essential to the topic of Image of Self, because Equality already knew that he had all these â€Å"different† qualities, and knew that he was diverse from his brothers, yet he tried to remain the same by ignoring them. However in The Hunger Games, Katniss only sees the flaws that are in her, and chooses to ignore the compliments that everyone is saying to her. When life puts individuals in the situation that Katniss and Peeta are in in the film, it is important to deposit all the negatives away and to only focus on the positives, no matter how hard they may be to see. This is a contrast between the novella and the film because in Anthem Equality knows that he is different, but just ignores the fact that he can do nothing about it, but in The Hunger Games, Katniss does not let anyone try to make her better because she believes she will never be right, or in a way better than the other characters. Although the quotes are contrasting, the similarity in them is the fact that Equality and Katniss both know they are different than the rest, yet overcome them in some sort of way. The last theme being focused on is Consequences of Free Will. Consequences of Free Will means a person innate ability to make decisions with his or herself. I n a dictatorship, or the governments in Anthem and The Hunger Games, individuals are owned by the group, and they also have no right to lead his or her own life. This is known as collectivism. In today’s society,  making decisions for someone’s own good is very hard because everyone is trying to impress others. For example, in Anthem Equality states â€Å"It is a sin to think words no others think and to put them down upon a paper no others are to see† (17). The importance of this quote to the Consequences of Free will is that Equality is not able to express his own way of living because it is illegal to express his own being. In The Hunger Games, something that readers would learn regarding the Consequences of Free Will would be the idea that the tributes did not really know who to trust, and when, because they did not know when that person would turn against them. Similarly, these two pieces of information would go to together by both dealing with the idea of being able to show a person’s own true colors. In addition to them being similar, they would differentiate by the thought of trust, and expression. In Anthem, we as readers are seeing the idea of expression, but in The Hunger Games, we are watching how others are putting their trust into some, and how they are also putting up walls to others. Although these two societies are supposed to be completely different from the one that exists today, in some ways they could be seen as having the same â€Å"controlling† effect on the citizens. In our government, citizens have numerous more rights than other countries can even think of having, yet all of us choose to all try to be the same. Why is that? Why do individuals all strive to have the same hair, or wear the same clothes? Everyone should embrace our right to be dissimilar, and show the world that each and every one of us are not afraid to be ourselves, because there is no punishment that will be rewarded to us in long run.

My Dream Job

Since childhood, it is my dream to be a teacher. It is the noblest job in the world where teacher molds the characters of different personalities not just in academics but as well as the individual. There will be no doctors and any other professions if there are no teachers thus , the future of our nation lies on the teacher ‘s hands. This principle is inculcated in my mind and it motivates me to pursue this dream of mine.As an aspirant, I want to be competitive and equipped in the  profession I have chosen which is to be a good teacher someday because I want to give my future students the best of me and not the least. This dream motivates me to further my studies in education where I can be a competitive teacher and a role model to my students. I believe that the graduate study would be able to help me achieve this dream.This program, graduate study, would help me become more develop and equip on the things that I want to learn that I can be able to use in my teaching career in the future. I believe that it is not sufficient to be a graduate of a normal school or college, or to stand high in the profession of teaching. Like the students, the teacher must grow, and this growth must be long lines both professional and general. The teacher must have knowledge of educational movements and a familiarity with the progress in educational thought and research.Hence, with the progress in education literature and new education textbooks, and adopt the new ideas that are  sound that I can learn from the graduate school The zeal with which the teacher takes up and tests them in is one of the most helpful features of education work. The graduate school would help me become an earnest searcher and investigator in my own professional field. Thus, this program would develop my ability to create effective learning situation.

Child Development Essay

The difference Between the Sequence and Rate of Development Children’s development generally follows a predictable sequence of stages known as milestones. However, occasionally a child may skip a stage or go through a stage very quickly e. g. a child may miss out crawling and move straight from sitting to walking. An example of a sequence is the physical development of a baby where movement begins with their head and then downwards and from the centre of their body outwards. The time of a child’s development milestone isn’t as consistent as the sequence because children’s stages of development happen over different rates rather than particular ages. An example of this is that children don’t begin walking all at the same time. Some children are learning to walk before their first birthdays whereas others may learn to walk many months later. However, it is important to understand that although a child may be developing slower in certain aspects of development, they maybe excelling in others and that all children are generally following the same sequence. 2. 1 Personal Factors Affecting Children’s Development Early childhood development can be affected by a number of factors. A child’s health plays a crucial role in their development and can be determined by factors including the genetics they inherit from their families, malnutrition from a poor diet and poor conditions in their environment. Unhealthy children may find they are less equipped to tackle problems in comparison to healthy children. They may also be restricted in participating in activities which can have a detrimental effect on building relationships with others, access to creating an understanding of their environment and their progression in motor development. Disability can have a profound effect on a child’s development. The three core areas of disability are physical disability, learning disability and sensory impairment. Normal development involves children to be able to interact with their environment, and to understand their findings. Children with physical disabilities will often be restricted in their ability to effectively interact with their environment which can then have a detrimental effect on their ability to develop cognitively and emotionally. The limitation of exploring their environment can also impact on their motor skills due to lack of mobility. Furthermore, children who spend time away in hospital may have limited opportunities to develop age appropriate social skills, language skills and speech. Learning disabilities can affect children’s ability to grasp, process and analyse information. Disabled children often show an uneven pattern of development e. g. language development and physical development which can have some effect on their ability to interact with others. Inadequate interaction with others may have a negative influence on a child’s personal skills, their self esteem and often causes a reluctance to face problems. Children with sensory problems such as visual or hearing impairments may experience difficulties including mobility, language development and communication skills. Visually impaired children often suffer with mobility issues hindering their physical development which reduces their ability to explore their surroundings. It also interferes with engaging in imaginative play limiting the child’s ability to develop imitative skills. Hearing impaired children commonly lack language and communication skills as they have a reduced opportunity to take advantage of the critical early period of language development by hearing people’s voices. The lack of communication skills can impact on the child’s ability to engage with other children. 2. 2 External Factors Affecting Children’s Development Poverty can create a lasting disadvantage in children’s development. The areas of poverty to take into account are housing, diet, education and leisure activities. Children who are underprivileged in these areas are more likely to face challenges with their social and emotional development leading to behavioural problems. This can leave them at risk of developing negative relationships affecting social skills, academic skills and self esteem. Poverty can also influence a child’s health where poor housing and diet and a lack of leisure opportunities often lead to obesity, malnutrition and a likelihood of becoming ill. This can affect a child’s ability to join in activities with other children hindering many areas of development. The family environment can have a profound effect on a child’s development in both a positive or negative nature. Children living in a positive family environment often develop good social interaction with others as a result of positive relations with family members. Therefore this may impact on a child’s development in learning areas such as personal, social and emotional skills and communication, language and literacy skills. Similarly to poverty factors, family factors can also influence a child’s academic pathway. A child with underdeveloped social skills may express themselves with inappropriate behaviour, a lack of interest to learn and an inability to create positive relationships thus reducing the chance to progress and succeed in a predominantly social environment as is education. Personal choices are another major influence regarding normal development. As children grow, they develop a greater independence and are presented with more choices to which can impact on many areas of development. A prominent area of development in which a child’s personal choices impacts on is their relationship with food and physical activity. In recent times and partly influenced by the media, children’s eating habits have become increasingly unhealthy and in addition, children’s physical activity has declined. This has resulted in many children becoming overweight or obese and even diabetes. The consequences of this is likely to impact on physical development as children who are suffering from the above are more likely to be restricted in participating in all areas of physical activity in contrast to their peers who have a healthy lifestyle. The development of a child may also be impacted upon if they are in care of the local authority. An unstable living environment may affect children in many negative ways as often the child may move to various care settings on a regular basis. With this in mind, a child may develop issues with regards to their emotions. A lack of confidence and self-esteem may arise resulting in anti-social behaviour thus impacting on social skills. Academic ability may also be diminished through the inability to socialize effectively as well as many other areas of development in which social skills are essential. Education is an important area of a child’s development as it determines children’s academic ability through their education pathway. In particular, this influential area impacts on a child’s cognitive development in which they gain skills in reasoning, understanding and the ability to solve problems. Education is not only acquired through schooling, it is also gained in the family environment via social activity and family life in general. Educating through schooling can develop a child’s confidence in their ability, encourages positive social behaviour and helps children to understand the norms and values which are appropriate in society. 2. 3 How Theories of Development and Frameworks to Support Development Influence Current Practice. There are many theories which were created in order to understand children’s development. These theories are very important as they often have and influence on current practice. Piaget’s psychological theory of development was of the role of maturation, that by growing older a child would have increased capacity to understand new and differing concepts. This though was not a smooth learning curve but one which was transitional. These stages occurred at specific age ranges; 18 months, 7 years and 11 or 12 years. This appears to have impacted the school curriculum as a basis of when children are capable of understanding new concepts and ideas. The way in which a child adapts to these new changes or differences to their perceptions of the world is through assimilation and accommodation which work in unison. Assimilation refers to the inclusion of new concepts into existing schemas whilst accommodation refers to the challenges to the existing schema and accommodating ones thought processes around the differences. Only at the specific stages of maturation will a child be able to assimilate and accommodate for these new concepts. This approach can be perceived as rigid as although a child may not learn in a smooth learning curve, they may progress at different rates at a lesser staggered approach. Vygotsky’s theory of development differs to that of Piaget in that development was ‘proximal’. The ‘Zone of Proximal Development’ (ZPD) promotes the notion that children develop through their engagement with adults and activities alongside their peers rather than through teaching or by working through concepts and challenges alone. It was the development of language and articulation of ideas that would govern a child’s development and may be seen as an enabling approach that will allow a child to solve challenges and develop in a way that they will as a final result be able to perform the task alone. This approach has proved to be influential with regards to early years education particularly in the frameworks of England and Scotland in that there is an emphasis placed on building positive relationships with adults and other children in the setting. Furthermore, children are encouraged to work together during activities thus promoting teamwork in order to conquer challenges and in addition play an active role in their learning. Skinner, who adopted a behaviourist approach to learning developed the theory of operant conditioning. This theory suggests that a child’s behaves and learns via creating an understanding based on consequences and reinforcements. These reinforcements are divided into three sub-groups described as positive reinforcers, negative reinforcers and punishers. Positive reinforcers are a form of reward in response to being presented with a desired outcome for example, if a child has created a nice piece of work they may be given praise or a sticker as a reward. This then reinforces an understanding that they have done something good to which they will aim to continually reproduce. Negative reinforcers also produce repetition in behaviour in that they are used to stop something from happening for example, a child may try to avoid one of their peers due to the fear of having their favourite toy being taken away from the understanding of previous experiences. In contrast to the above, punishers are believed to weaken the repetition of behaviour such as if a child hurts a member of their peers they may be put in a reflective corner to recognise their inappropriate behaviour and if this process is repeated, the child will understand and aim to avoid this consequence. This theory links in with practice today in that children are often rewarded with positive reinforcements when behaving appropriately for example sharing during activities, comforting a peer who is unhappy or following a task with good results. Furthermore, punishers are also used in todays practice when a child is behaving inappropriately in which tactics such as the reflective corner as well as a telling off are effective in breaking the repetition. 3. 1 How to Monitor Children’s Development using Different Methods. A child’s development is monitored in a number of ways which includes observations, parent – practitioner meetings and standard measurements. Observations can be carried out in a variety ways and provide valuable information in terms of a child’s development. Narrative observations involve watching a child or children during an activity and making notes to what has been seen including all areas of behaviour. In this form of observation it is important that the practitioner who is observing remains unnoticed in order to avoid a change in behaviour of the child or children. Time sampling observations involve making a record at regular intervals of what a child is doing which focuses on a specific behaviour for that particular time. An example of this maybe during outdoor play time in which a child’s social interaction could be observed. Event sampling observations involve focusing on particular events in order to build up a pattern of children’s behaviour over a period of days or weeks. In this form of observation, the events leading to behaviour, during behaviour and after behaviour are recorded in detail. Standard measurements may also be used to monitor a child’s development. This method of assessment is employed by various professionals in order to assess development in areas such auditory, health and education. Standard measurements in contrast to having an overall objective, focus on a child’s development in relation to the overall population and furthermore, is used to determine whether a child has a particular deficiency in an area of development. This form of monitoring children is of particular use when monitoring disability or suspected disability in a child as it places all emphasis on one child whilst using a range of assessment methods to determine any apparent problems. 3. 2 Reasons Why Children’s Development May Not Follow the Expected Pattern. There are a number of reasons in which a child’s development is not following the expected pattern. Disability may affect a child’s development in a range of areas which include physical development, personal development and social development. In some cases disability can restrict a child from participating in normal physical activity, for example some settings may not be wheel chair friend in areas such as outdoors. This in turn may prevent a child from being involved in the same activities as other children thus impacting on their physical development. With this in mind, outdoor play is important whilst developing effective social skills. Children often use a range of communication skills whilst exploring and discovering therefore deprivation of social interaction may have a harmful impact on a child’s personal and social development. Children with emotional problems are also at risk of not developing along the expected pattern. A child lacking in confidence and self-esteem can often become reclusive and struggle with communication in particular during situations where it is loud and fast paced such as in a nursery environment. Children who tend to hide away from the action are inevitably missing out in areas of learning and development and is unfortunately often carried through to later life. Environmental factors are another area to consider in relation to an expected pattern of development. The home environment can have a profound affect in many areas. A negative home life may often determine a child’s ability to socialise effectively thus affecting numerous other areas. Due to a lack of social skills, a negative impact may be made on a child in education and as a consequence their academic achievement may be at risk. In addition, cultural difference may also play a part as there are a variety of ways in which different cultures nurture their children. Some cultures, for example in western society encourage freedom and independence. This in turn gives children the opportunity to discover new things and develop and understanding of the world. Children with learning difficulties often follow an uneven pattern of development. Tasks and activities are often more of a challenge for children with learning difficulties in which failure is not uncommon in academic situations and as a result can lead to frustration and issues regarding self-esteem. In some cases with these personal issues, a breakdown of communication can emerge resulting in a negative impact on areas of learning and development which rely on effective communication skills. How Disability may Affect Development. Disability can have a substantial influence on a child’s development. Disability covers three areas in which normal development is more of a challenge in contrast to children who are not disabled. These areas include physical disability, learning disability and sensory impairment, all of which may hinder development. Due to the interdependence of learning areas in order to maintain normal development, disabled children as a consequence are more unlikely to develop at the same rate as other children. For example, a child with a physical disability such as being wheel chair bound may find it a challenge whilst exploring the environment. This could have a knock on effect in learning areas such as social interaction, communication and knowledge and understanding. This then in turn may be detrimental in terms of developing positive relationships with their peers which can often lead to social rejection or bullying. As a consequence of this, a child may develop personal and emotional issues manifesting itself in reduced self-esteem and confidence resulting in reclusion. How Different Interventions can Promote Positive Outcomes for Children where Development is not Following the Expected Pattern. If a child has been recognised as not following the expected pattern of development, interventions are made in order to establish where the problem lies and the best way to tackle it. External practitioners known as agencies may then become involved and assess the child whilst providing support and expert advice to the family and the nursery or educational setting. These agencies may include paediatricians who are responsible for monitoring progress and make referrals to additional healthcare, health visitors who offer advice and support to families and physiotherapists who are responsible for working with the physical problems of disabled children and young people and suggest exercises. Speech and language therapists provide support to disabled children who have problems with their speech and language. They also offer advice on communication to the parents whether it is verbal or non-verbal for example using sign language. Other areas of intervention include the role of the Educational Psychologist who assesses the way in which a child learns and identifies issues with a child’s learning. They can then identify how to benefit a child’s learning by creating Individual Education Plans (IEPs) and are responsible for managing the child’s statutory assessment and the issue of a statement of needs if required. In nursery and school settings special educational needs coordinators (SENCO) can become involved in the coordination of activities and the provision of support to meet the specialised needs of disabled children. In many cases multi agency and partnership working is adopted as it provides integrated support for children who are not following the expected pattern and their families. Supporting children with additional needs and their families with a range of agencies working collectively provides more effective care for the child due to the sharing of information and agreement as to how to implement plans. The Early Years Foundation Stage (EYFS) supports this practice as a way of contributing to a child’s development as this information shared may aid any further assessments. The Importance of Early Identification of Speech, Language and Communication Delays and Disorders and the Potential Risks of Late Recognition. It is extremely important to identify delays in speech, language and communication as soon as possible. Early identification of speech and language delay is critical to a child’s development as it is interconnected and is a key area with regards to many other areas of learning and development and furthermore, it is essential whilst developing the ability to communicate. With the inability to use effective language, a child’s cognitive ability may become weakened as both these areas are strongly linked to each other. Language delay can influence a child’s ability to understand concepts and develop intelligence amongst other areas of cognitive development. Communication and speech delays are also important to identify as they determine a child’s ability whilst interacting with others. In addition they can affect a child’s emotions, in some cases resulting in anti-social behaviour, thus impacting on areas such as education. However, through early identification and intervention, the impact of speech, language and communication delays may be significantly reduced thus creating a more positive future for children. 4. 2 How Multi-Agency Teams Work Together to Support Speech, Language and Communication. Multi-agency and partnership working plays a key role with regards to a child’s speech, language and communication development. When it has been recognised either by a parent/carer or whilst in the nursery setting that a child is showing signs of difficulty in these areas, the child would then need to be assessed by either a health visitor or general practitioner. This would then enable a greater understanding of where the problem may lie and furthermore exclude a number of other possibilities. Once a diagnosis has been found, the child may then been referred to a variety of agencies in order for further assessment and to create a plan to tackle the problem areas. These agencies may include speech and language therapists, educational psychologists and specialist teachers who provide support for children who have sensory impairments, learning difficulties or communication difficulties. These agencies will often work together in collaboration discussing and sharing information which in turn enables the child to make maximum progress. Furthermore, the agencies will work together to develop strategies, provide knowledge and in some cases provide resources to parents/carers and the nursery setting. 4. 3 How Play and Activities are Used to Support the Development of Speech, Language and Communication. Effective play and activities are beneficial in order to support a child’s speech, language and communication development. The nature of play and participating in activities generally involve a great deal of social interaction with others. Therefore by providing play situations and activities that support these learning areas, children’s development will be enhanced. Toy animals are an effective play resource. They engage children into the natural world and encourage them to imitate movements and sounds which in turn enhance a child’s speech development. Nursery rhymes and singing encourage the development of language. Children who are exposed to these activities have a greater ability to listen and understand words and actions. Nursery rhymes also enhance a child’s ability in reading as a result of the development of language. Reading books with children can enhance their communication skills. Stories can generate interest where children become inquisitive. Children often ask questions and discuss ideas which can enhance their ability to communicate with each other. In addition to the above, a child’s speech and language may be developed by role modelling in which they will learn to use new sounds and words by listening and engaging in general conversation. With this in mind and from own practice I feel it is important to provide appropriate speech for a child to be exposed to, using clear and slow language whilst altering vocal pitch in order to convey grammatical information. Furthermore, I feel if a child has attempted to say a word with ineffective results, it is important to praise the child for their effort in order for them to continue trying. 5. 1 How Different Types of Transitions can Affect Children’s Development. Transitions are a significant stage in a child’s life and can affect them in a range of ways and in a number of areas of development. They are an nevitable part of growing up, however it is important to recognise and understand the signs and the impact of transitions on children’s development. A change in the family structure of a child in terms of an additional sibling may have an impact. The child may feel their relationship with their parents is threatened by the arrival of a new baby and they may feel they are getting unequal amounts of attention. The child’s personal and social development may be harmed during this transition. With this in mind the child may develop issues with self-esteem as a result of receiving less attention than previously. The child may also develop anger issues from seeing the frequent attention and care being provided to the new baby which could then in turn manifest itself in sibling rivalry. The position of beginning nursery or school is another major transition for a child which may impact on their development. A new and unfamiliar environment may be a daunting experience for many children. Children who are less outgoing in comparison to their peers may try to avoid interacting with others and avoid social activities. This could then result in the child becoming a recluse resulting in missed opportunities to play, learn and develop. A child’s admission into an institution such as hospital due to ill health is also a significant transition which could impact on their development. Social interaction may be diminished in particular of children who stay for long periods in hospital. Through this lack of socialising, children may become underdeveloped in others areas including their knowledge and understanding through missed opportunities to explore the environment with their peers developing new ideas and perspectives. Moving to a new house or location is another transition which can impact on children’s development. This can be a traumatic time and in particular of a child entering the care of the local authority. Often in this situation a child has moved around a number of locations thus creating a sense of instability resulting in personal issues. These issues are often expressed in the form of anger, isolation and anxiety which in turn can hinder normal development. Furthermore, many children in this situation come from broken families which in some cases involved abuse and neglect. With this in mind when involved in a situation of this type, it is important to build trust whilst working with the child in order to prevent a further negative impact on their development. 5. 2 The Effect on Children of Having Positive Relationships During Periods of Transition. Transitions are a significant and potentially harmful experience in children’s lives, therefore it is important to provide a positive and supportive network around children in order to make transitions an easier and more comfortable process. A child who is undergoing a process of transition whilst receiving positive support and encouragement is more likely to accept changes in their lives and develop a greater confidence in the transition process. A strong relationship with someone such as a key person in an educational setting can benefit a child’s transition. A child beginning nursery will be presented with an unfamiliar environment in which a key worker’s job is to develop a close relationship with the child and provide support allowing the transition to run more smoothly. In some cases a key worker may change settings or may be away for a long period of time such as maternity leave. In these situations a child may react negatively to the loss of familiarity which subsequently may impact on their development. Therefore it is important to provide additional support to the child via attention; reassurance and encouragement in order to alleviate further negative affects whilst a close relationship with a new key worker is being formed. Children encounter transitions with an array of experiences in which some may be positive and some negative. Children generally will always be worried. Confronted with unexpected transitions, like divorce or death, a child may feel excluded or to blame or angry. An understanding of their experience and the possibilities of what is going through their heads and giving a thoughtful and sympathetic response will often help bring them through the transition and in turn lead to a more confident and rounded child.

Neural architecture

IntroductionThis article is traveling to discourse nervous web building from a different position than is usual in conventional attacks. This attack, which will be referred to asNervous Architecture, is intended to research building of nervous webs utilizing nerve cells asexplicitedifice blocks instead than anon. elements trained en mass. Simple Python plans will be used to show the construct for simple Boolean logic maps. The attack of this article is deliberately namedNervous Architecturebecause it is meant to parallel the manner in which a traditional designer consistently constructs a all right edifice: by developing well-known forms of building elements, which may be re-used to make of all time more sophisticated constructions. The conventional attack to nervous web development is to specify a web as consisting of a few beds in a multilayer-perceptron type of topology with an input bed, end product bed, and one or two concealed beds. Then a preparation algorithm such as backpropagation is applied to develop the interconnectedness weights. Sometimes a more sophisticated attack is taken such as utilizing a cascade or perennial topology but for all purposes and intents, the terminal consequence is a standard topology of a few highly-connected beds. This attack was a major discovery in the field because it led some people to get down believing outside the box of symbolic logical thinking that dominate d Artificial Intelligence at the clip. It has besides been successfully used in a assortment of pattern acknowledgment and control applications that are non efficaciously handled by other AI paradigms. However, these applications would non by and large be considered to stand for higher degrees of intelligence or cognitive processing. For illustration, say a nervous web is developed that can successfully acknowledge human faces under a assortment of conditions. This is a extremely utile application and good within the kingdom of conventional nervous webs. However, that is where the capableness of the web leaves away — at acknowledging the facial image. Aside from generalising facial characteristics, it can offer nil more in footings of concluding about those facial characteristics. Further, it is asserted that the standard attack to nervous web development is non suited for recognizing these higher degrees of intelligence. One of the cardinal jobs is the limited mode in which we approach the nervous architecture. To exemplify this job, we will return to the edifice architecture analogy. In this manner, our standard attack to nervous architecture can be likened to planing a edifice utilizing bricks. An designer who ever thinks in footings of bricks will non likely advancement beyond a certain degree of edification, because as a constituent, a brick merely offers one intent: to back up other bricks. Alternatively, an architecture increasingly develops more sophisticated, proved constructions based on the brick ( or other crude constituents ) which can be re-used to develop higher-level constituents. A house is conceived, non in footings of bricks and wood, but instead in footings of walls, doors, and suites. A sophisticated designer might even happen these constituents mundane and alternatively believe in more abstract footings of â€Å" infinites † , energy and flow of human traffic. This is the impression of â€Å" forms † , and in fact these ( architectural ) forms were precisely the inspiration for the field ofpackageforms. The same thought can be applied to nervous webs: a nerve cell by itself merely serves the map of exciting other nerve cells. And conventional nervous cyberspace acquisition algorithms are geared toward classification or other mapping operations. As a advocate of nervous webs, one believes that randomly complex intelligence procedures can be realized, and we have the human encephalon as pretty converting support of that belief. However, to go on advancement in this way, it is likely that we have to develop more sophisticated abilities as nervous designers and develop utile, proved nervous forms similar to the manner that edifice designers have done over clip, and in the manner package designers are now making. Adequate doctrine — we will now be taking a fresh expression at how forms can be constructed get downing with simple nervous elements, and specifically we will get down with Boolean logic elements. Architecting utilizing Boolean logic does non instantly offer an advantage over utilizing regular logic Gatess, but illustrates how sharp logic or symbolic elements can originate from fuzzed nervous processing elements. It will besides supply a conceptual foundation for future articles.Nervous websNervous web: information processing paradigm inspired by biological nervous systems, such as our encephalonStructure: big figure of extremely interconnected processing elements ( nerve cells ) working togetherLike people, they learn from experience.Nervous webs are configured for a specific application, such as pattern acknowledgment or informations categorization, through a acquisition procedureIn a biological system, larning involves accommodations to the synaptic connexions between nerv e cells.The first measure in the architecture procedure is to specify the crude edifice block, and if you have n't fallen asleep at this point, you have no uncertainty figured out that this will be anerve cell. The neuron theoretical account we will utilize is a version of the tried-and-true theoretical account used for package nervous webs, besides known as theperceptron. As illustrated in, the perceptron has multiple inputs and one end product. The mathematical theoretical account of the perceptron is given by: a = squash ( & A ; Sigma ; ( iiwi ) ) where:is input I to the perceptronis the weight for input Iis the activation ( end product )andsquash ( x ) = { 1 if x & gt ; threshold 0 otherwise The nature of the perceptron has been discussed many times elsewhere, including in Matthews, so we wo n't brood on it here. But fundamentally, the perceptron calculates a leaden amount of the inputs and so subjects it to a nonlinear â€Å" crushing † map — in our instance, this is a simple threshold operation. The nonlinear threshold operation is portion of what makes a nervous net exhibit interesting behaviour. Otherwise it would amount to matrix operations.Nature of the gameNow that we have the theoretical account for a basic nerve cell defined, we can now continue to specify basic logic Gatess by merely working out two things:the weight valuesthe thresholdFor our treatment we will presume that weights can be positive ( excitory ) or negative ( inhibitory ) and be in the scope between -1 and 1. The threshold will besides be assumed to be in the scope -1 to 1. If we cast this in footings of signals, so it equates to the demand that both inputs have to be sufficiently high to bring forth an end product. So, we will put our threshold to a high value of 0.8. Following we will put the weights for the two inputs at 0.5 each. If one input is one ( =1 ) so the nerve cell activation ( end product ) will be given by a = squash ( 1 * 0.5 + 0 * 0.5 ) = squash ( 0.5 ) = 0 since 0.5 & A ; lt ; 0.8 { the threshold } Therefore if either or both inputs is 0, the end product is zero. If both are 1, so the leaden amount will be greater than the threshold. Listing 1 show the Python plan that demonstrates the nervous AND gate, and will be used as a templet for other logic maps. The writer prefers Python for prototyping, because it consequences in compact codification that looks really close to pseudocode.Plan to prove InverterWe have shown how a simple set of logic Gatess may be implemented utilizing nerve cells. In theory, this is all we would necessitate to implement a cosmopolitan digital computing machine of arbitrary complexness, because that is all a microprocessor does. In fact, it can be shown that all the logic maps can be implemented with one type of gate: either all NAND Gatess or NOR Gatess. However, if that was our end, there would be no advantage to this attack over utilizing standard logic Gatess. The point is that a nervous attack can be used for planing intelligent constructions †” that is explicitly architecting ( there ‘s that word once more ) structures — every bit good as germinating them utilizing conventional nervous web preparation paradigms. With nervous architecture, we can get down with simple logic operations and construct them up into more interesting logical constructions. As an illustration, see our first illustration, the simple AND gate. This could be used to digitally execute an operation on spots, but it can besides be used to execute a logical AND operation on two regulations, for illustration: IF regulation X AND regulation Y THEN fire ( end product is active ) . Furthermore, by utilizing nerve cells, the inputs are non at wholly limited to binary signals, they could be analog signals ( regulation X is kind of true ) or even the end product of an full nervous web.DecisionThe nervous architecture attack can be seen to hold the undermentioned key advantages or possibilities:Can develop constructions built on a cosmopolitan ne rve cell edifice block.The same basic edifice block can be considered as a nerve cell ( standard perceptron ) or a logic gate.The attack allows sharp constructions to interface with fuzzed 1s, uniting the nondeterministic and evolutionary belongingss of nervous webs along with the advantages of explicit, structured design.Can develop recognizable higher degree edifice blocks, a of import demand for recognizing continuously more complex architectures.

Employment law Essay Example | Topics and Well Written Essays - 1500 words - 1

Employment law - Essay Example based on religion or belief, disability, age or sexual orientation as regards the areas covered by this Directive should be prohibited throughout the Community.’1 Following this directive, The Employment Equality (Religion or Belief) Regulations 2003 came into effect on December 2, 2003. Section 2 of the Regulations, define religion in very broad terms as ‘"religion or belief" means any religion, religious belief, or similar philosophical belief.’2 Section 44 of the Equality Act 2006 defines religion or belief in very similar terms.3 The 2003 Regulations are not unlike the legislative provisions for the prevention of discrimination on the grounds of sex and race. In other words discrimination can be either direct or indirect. In order to properly advise Mr. David Williams it will be necessary to look at previous case law and the application of indirect and direct discrimination by reference to established law in the area of sex and race discrimination. The Regulations are applicable to areas of employment that generally cover recruitment terms, promotions, transfers, dismissals and training. Direct discrimination infers treatment of an employee less favourably than the treatment of others on the basis of that person’s religion or belief. Indirect discrimination will apply to situations in which a criteria, practice or provision is adapted in the absence of a good and/or fair reason and disadvantages a person of a certain religion or belief.5 ;Indirect discrimination’ is by and large concerned, with the application of a similar set of rules to a similar group despite the fact that the rules will affect the members of the group in vastly different ways. The European Court of Justice has been rather clear regarding its position on discrimination of any kind as enshrined in Article 9 of the European Convention on Human Rights and Freedoms. Religious freedom has been found to be no less important than any other right. In Kokkinakis v Greece it was