Play And Child Development - Free Essay Example

Sample details Pages: 9 Words: 2775 Downloads: 5 Date added: 2017/06/26 Category Best Score Essay Type Argumentative essay Level High school Tags: Children Essay Development Essay Did you like this example? Introduction Play is essential to development because it contributes to the cognitive, physical, social and emotional well-being of children and youth (Ginsberg, 2007, p. 182). Play is so important to childrens development is that it has been recognised as being of vital importance by the United Nations (1989), as it makes a contribution to the holistic development of children, allowing them to discover the world through experimenting within the various environments to which they are exposed (Bruce, 1996). Don’t waste time! Our writers will create an original "College essay topics to write about Children Development" essay for you Create order Ginsberg (2007) makes the observation that all those involved with childrens development, learning and education must consider every factor which has the potential to interfere with children realising their full potential, and to work towards ensuring that every child has access to circumstances which allow them opportunities to reap the benefits that are linked with play. The aim of this essay is to investigate the notion of play in the light of learning theories, in order to determine its importance in childrens development during their early years. Definition of Play It is important to recognise that it is difficult to give a single definition of play (Lillemyr, 2009) and that it is regarded as an all embracing term (Bruce, 1991) which describes a diverse range of behaviours which see children interacting with each other (Dunn, 1993) in order to make sense of, and to enhance their understanding of, the environments in which they find themselves (Bruce, 1996; Wood, 2004). Play can be regarded as the means through which children are able to discover things about the world in order to amend their vision of it (Oko, 1987, p. 44 in Bozena, 2007, p. 80), as well as an avenue through which children can experience joy and/or recreation (Buhler, 1993, p. 91 in Bozena, 2007, p. 80). Play is an opportunity for children to develop a sense of self as a result of solving problems within their environment, which allows them to enhance their cognitive skills in the context of specific cultural environment/environments (Dunn, 1993; Meadows, 1993; Bruce, 1996; Gal lahue and Ozman, 1998; Wood, 2004; Robson, 2006). Froebel (cited in Bruce, 2004, p. 132) believes that it provides children with opportunities to utilise their newly accumulated knowledge in different situations which encourages them to adopt flexible attitudes and ways of thinking, as well as providing them with opportunities to practice and understand societal norms and their role in specific environments (Rogoff, 2003). Play also affords children the opportunity to discover the difference between fantasy and reality, safety and risk, order and anarchy and to grasp the concept of potential in themselves for the future (Wood and Attfield, 2005). It is a vital component in childrens physical, social, emotional and intellectual development (Elkind, 2008) which allows children to utilise their imagination whilst enhancing their communication skills through engaging in a number of different roles, depending upon their environment and the environment in which any specific interaction is taking place (Eddington, 2004). Value/Importance for Development The value and importance of play is the motivation behind recent developments with regard to Early Years education in the form of the Early Years Foundation Stage (EYFS) documentation (Department for Education [DfE], 2014). The notion of child centred education is built upon the acknowledgement that every individual child is unique and is entitled to have their needs met through the careful design of activities which allow them to develop commensurate with their ability, as a result of encouraging positive relationships with all around them in order that learners become competent, self-confident and self-reliant people (DfE, 2014). The ability to communicate is critical to childrens development the government stipulate that those responsible for providing childrens education must create opportunities for children to acquire language and communication skills through play, such that they are able to express themselves in a variety of different ways (language, gesture) and they are abl e to accumulate information as a result of reading and listening to others (DfE, 2014). This stipulation is a direct result of the Rose Report (2009), which highlighted the fact that curriculum provision should have explicit reference to the purposes of play and that the activities designed to promote it should be meticulously planned. Rose (2009) also stressed that children needed to engage not only in individual play but also in paired/group activities, so that language development and acquisition could be encouraged whilst simultaneously learning to cooperate with each other (endorsed by Coates Thomson, 2009) and developing an understanding of the value of good behaviour. It is vital for practitioners to recognise that play is not some form of break from the curriculum; it is an opportunity for children to develop their physical and cognitive abilities for the 21st century (Moyles, 2010) and is an authentic means of implementing the school curriculum (Action Alliance for Childre n, 2007; Moyles, 2010). The notion that play enables children to enhance the skills is put forward by Hughes (2006), who contends that there are a large number (up to 16) of different types of play, including movement and discovery which involves the exploration of the environment and the use of language (endorsed by Ginsberg, 2007; Singer et al., 2006; Bateson, 2005). Other scholars such as Manning-Morton and Thorp (2003) and Burghardt (2005) emphasise the multipurpose nature of play in that children are able to use play as a means for learning through practising skills for the future, tackling and solving problems, as well as a means through which they develop their methods of communicating with those around them. A critical factor in any childs development is feeling safe within the boundaries of any environment to which they are exposed; a number of writers (Moore and Russ, 2006; Russ, 2004; Sayeed and Guerin, 2000) allude to the fact that children must feel safe and relaxed in order to play with freedom and that play in itself allows children to relax, which has a beneficial effect on their emotional outlook (Russ, 2004). This safety element can be achieved through practitioners building upon childrens experiences within the home environment, which can then lead on to opportunities for progression and extension through challenge (Department for Children, Schools and Families [DCSF], 2009). Critical to the learning process is the careful design of activities which take advantage of childrens innate ability to enjoy play and the fact that playing engages childrens bodies, minds and emotions (DCSF, 2009, p. 10). Furthermore, through this process children are able to learn the skills associated with successful interaction with others in order to be part of a community, to experience and to manage their feelings/emotions and to develop confidence in themselves and their abilities (DCSF, 2009). Play provides opportunities for children to develop positive attitu des towards learning, in that they are able to develop their interests, be creative and experimental, to be critically thoughtful (Trevlas et al, 2003; Hurvitz, 2003) as well as developing resilience and the ability to work alongside others as a part of the educative process (DCSF, 2009). Play and Learning Theory The most important point about play is that it is active in nature. This active pursuit of knowledge was stressed by Piaget, who emphasised childrens ability to construct their own knowledge as individuals (Moore, 2000) through exploring their environment (Phillips and Soltis, 1998) in order to make sense of it (Wyse, 2004). Having scientifically studied children (May, 2013), Piaget put forward the notion that children develop in distinctive stages sensorimotor (birth to 2 years), preoperational (2 to 6 years), concrete operational (7 to adolescence) and formal operational (adolescence to adulthood) and that play becomes more complex as learners mature (for example, sensorimotor/practice play, preoperational/symbolic, pretend and fantasy play [Krause et al., 2003]). He also stated that as children came upon new experiences and knowledge, they added them to their existing knowledge base (assimilation) prior to being able to employ this new knowledge (accommodation), thus enhancing t heir cognitive abilities (Curtis and OHagen, 2003). Piaget (1973) believed that children were only able to gain a true understanding of knowledge as a result of this process of discovery, which enables them to be innovative and flexible as opposed to learning in a mechanistic way. These constructivist principles were shared by Vygotsky, although his emphasis was on social and collective learning as opposed to learning as an individual. It was his belief that interaction with others was a key element in enabling children to learn (Buchan, 2013, Daly et al., 2004), and that learning was a social process. Vygotsky contended that the development of childrens communication and language skills relied upon their being allowed to experience the world around them in the company of others in a social context, which lead learners to an understanding of how to behave and how to control themselves in specific contexts (John-Steiner et al., 2010). This social aspect of learning is borne out by ob servations of children who imitate the actions of others without understanding, until such time as they are able to initiate actions for themselves [which is indicative of their level of comprehension] (Vygotsky, 1978). Vygotsky took this notion of learning from others a stage further when he stated that there was a difference between what children are able to do alone and what they can achieve with the help of more experienced others, labelling this difference the Zone of Proximal Development [ZPD] (Pound, 2005). He firmly believed that every interactive process in which learners engage, irrespective of the environment in which it takes place, provides them with opportunities to develop their language and thinking skills (Whitehead, 2010). Furthermore, Vygotsky (1978) commented that play was the best and most effective means of preschool development as it enabled children to develop their skills through interaction. Play and Current Early Years Practice As highlighted above, the current provision as laid out within the EYFS (DfE, 2014) documentation places the child at the centre of the learning process with a specific emphasis on play, which encourages the development of communication, language and literacy skills. There are three prime areas of learning (communication and language, physical development, personal, social and emotional development) and four specific areas which supplement the prime areas (literacy, mathematics, understanding the world and expressive arts and design). It is the responsibility of individual practitioners, and indeed settings in general, to consider the individual needs and stage of development for each individual in their care. Activities within classrooms must be planned to ensure equality of access for all, irrespective of their background or ability and they should be designed to engage learners in purposeful play which is both child initiated and adult led. The balance between these two types of p lay is of extreme importance. Children can learn by leading their own play and allowing their needs and interests to guide their activities. However, whilst responding to individual children in a positive and warm manner, it is critical that there is a gradual movement towards activities which are more adult led, in order to prepare them for more formal learning as they enter Year 1 (DfE, 2014). Play should provide children with opportunities to explore and express their feelings, to develop relationships with others, to make decisions, choices and errors whilst being respected and valued as individuals; they need to be encouraged to develop self-discipline whilst retaining their ability to be imaginative and creative in solving problems (Bruce, 1987 cited in Early Years Interboard Panel, n.d., p. 7) Conclusion Play is central to the development of children in their early years. It provides a platform through which children are able to learn about themselves and the world around them through interacting with it. It allows children to have fun while they are learning, and to engage with those around them as a part of the process of learning, which not only deepens their knowledge base but also provides them with life skills such as the ability to communicate and work effectively with others. Play has been recognised as a central element within the education system which allows children to blossom through interacting with and learning from those around them. It is à ¢Ã¢â€š ¬Ã‚ ¦ essential for childrens development, building their confidence as they learn to explore, to think about problems, and to relate to others (DfE, 2014, p. 9). References Action Alliance for Children (2007) Play in the Early Years: Key to School Success. A Policy Brief. Oakland, CA: Early Childhood Funders Bateson, P. P. G. (2005) The Role of Play in the Evolution of Great Apes and Humans. in Pellegrini, A., Smith, P. (Eds) (2005) The Nature of Play: Great Apes and Humans London: Guildford Press pp. 13 26 Bozena, M. (2007) Exploratory Play and Cognitive Ability. in Jambor, T.; Van Gils, J. (Eds) Several Perspectives on Childrens Play Scientific Reflections for Practitioners Antwerp: Garant Publishers pp. 79 104 Bruce, T. (1991) Time to Play in Early Childhood Education. London: Hodder Stoughton Bruce, T. (1996) Helping Young Children to Play. London: Hodder Stoughton Bruce, T. (2004) Developing Learning in Early Childhood. London: Sage Buchan, T. (2013) The Social Child. Laying the Foundations of Relationships and Language. Abingdon: Routledge Burghardt, G. M. (2005) The Genesis of Animal Play: Testing the Limits Cambridge, MA: MIT Press Coates, D., Thomson, W. (2009) Using Learning Stories in the Early Years Foundation Stage. in Palaiologou, I. (Ed) (2009) The Early Years Foundation Stage: Theory and Practice London: Sage pp. 118 131 Curtis, A., OHagan, M. (2003) Care and Education in Early Childhood: A Students Guide to Theory and Practice. London: Routledge Falmer Daly, M., Byers, E., Taylor, V. (2004) Early Years Management in Practice. Oxford: Heinemann Educational Publishers Department for Children, Schools and Families [DCSF] (2009) Learning, Playing and Interacting: Good Practice in the Early Years Foundation Stage. Nottingham: DCSF Department for Education (2014) Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five. London: Department for Education Dunn, J. (1993) Young Childrens Close Relationships: Beyond Attachment. London: Sage Early Years Interboard Panel (n.d.) Learning Through Play in the Early Years. Retrieved 8th Sep tember 2015 from https://www.nicurriculum.org.uk/docs/foundation_stage/learning_through_play_ey.pdf Edgington, M. (2004) The Foundation Stage Teacher in Action: Teaching in 3, 4 and 5 Year Olds. (3rd Ed) London: Paul Chapman Elkind, D. (2008) The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children. Cambridge, MA: De Capo Lifelong Gallahue, D. L., Ozmun, J. C. (1998) Understanding Motor Development: Infants, Children, Adolescents, Adults. Boston, MA: WCB/McGraw-Hill Ginsburg, K. R. (2007) The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent Child Bonds. Paediatrics 119 (1), pp. 182 191 Hughes, B. (2006) Playtypes: Speculations and Possibilities. London: London Centre for Playwork Education and Training Hurwitz, S. C. (2003) To Be Successful Let Them Play! Child Education, 79 (2), pp. 101 102 John-Steiner, V., Cathrene Connery, M., Marjanovic-Shane, A. (2010) Dancing with the Muses: An Cultural-historical Ap proach to Play, Meaning Making and Creativity. in Cathrene Connery, M., John-Steiner, V., Marjanovic-Shane, A. (Eds) Vygotsky and Creativity: A Cultural-historical Approach to Play, Meaning Making, and the Arts New York: Peter Lang Publishing Inc pp. 3 16 Krause, K. L., Bochner, S., Duchesne, S. (2003) Educational Psychology for Learning and Teaching. Southbank Vic: Thomson Lillemyr, O. F. (2009) Taking Play Seriously. Charlotte: Information Age Publishing Inc Manning-Morton, J., Thorp, M. (2003) Key Times for Play: The First Three Years. Maidenhead: Open University Press May, P. (2013) The Thinking Child: Laying the Foundations of Understanding and Competence. Abingdon: Routledge Meadows, S. (1993) The Child as Thinker. London: Routledge Moore, A. (2000) Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge Moore, M., Russ, S. (2006) Pretend Play as a Resource for Children: Implications for Pediatricians and Health Professionals. Journal of Developmental and Be havioural Pediatrics 27 (3), pp. 237 248 Moyles, J. (Ed) (2010) The Excellence of Play (3rd Ed) Maidenhead: Open University Press Robson, S. (2006) Developing Thinking and Understanding in Young Children. London: Routledge Phillips, D. C; Soltis, J. F. (1998) Perspectives on Learning. (3rd Ed) New York: Teachers College Press Piaget, J. (1973) Main Trends in Psychology. London: George Allen Unwin Pound, L. (2005) How Children Learn: From Montessori to Vygotsky Educational Theories and Approaches Made Easy. London: Step Forward Publishing Rogoff, B. (2003) The Cultural Nature of Human Development. Oxford: Oxford University Press Rose, J. (2009) Independent Review of the Primary Curriculum. London: Department for Children, Schools and Families Russ, S. (2004) Play in Child Development and Psychotherapy. New Jersey: Lawrence Erlbaum Associates Sayeed, Z., Guerin, E. (2000) Early Years Play: A Happy Medium for Assessment and Intervention. London: David Fulton Singer, D., Golinkoff, R. , Hirsh-Pasek, K. (2006) Play Equals Learning: How Play Motivates and Enhances Childrens Cognitive and Social-Emotional Growth. New York: Oxford University Press Trevlas, E., Grammatikopoulos, V., Tsigilis, N., Zachopoulu, E. (2003) Evaluating Playfulness: Construct Validity of the Childrens Playfulness Scale. Early Childhood Education Journal 31 (1), pp. 33 39 UNICEF (1989) The United Nations Convention on the Rights of the Child. London: UNICEF Vygotsky, L.S. (1978) Mind in Society. Cambridge, MA: Harvard University Press Whitehead, M. (2010) Language and Literacy in the Early Years 0 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 7. (4th Ed) London: Sage Publications Ltd Wood, E. (2004) Developing a Pedagogy of Play. in Anning, A., Cullen, J., Fleer, M. (Eds) Early Childhood Education: Society and Culture. London: Sage pp. 19 30 Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum. London: Paul Chapman Wyse, D. (Ed) (2004) Childhood Studies: An Introduction. Oxford: Blackwell

Macroh2a1 Case Study - 1126 Words

A large amount of data highlighted the different molecular mechanisms the 90 primarily tumor suppressive function of macroH2A1, which was reviewed 91 elsewhere (1, 18). Briefly, current data support a tumour-suppressive role for 92 macroH2A1.1, whereas the function of macroH2A1.2 is dependent on the specific 93 cancer context (18). MacroH2A1 expression often is downregulated as disease 94 progresses or when the tumor is de-differentiated; its artificial over-expression 95 reduces the metastatic potential of melanoma and hepatocellular carcinoma (HCC) 96 (13, 20, 21), whereas siRNA-mediated depletion of macroH2A1 was shown to 97 increase the aggressiveness of HCC, teratoma and breast cancer cells (15, 20, 22). 98 This could be due to the†¦show more content†¦These results highlight the independence of cellular senescence 117 from epigenetic aging. In senescent cells, specialized domains of transcriptionally 118 silent senescence-associated heterochromatic foci (SAHF), contain ing 119 heterochromatin proteins such as HP1, are thought to repress expression of 120 proliferation-promoting genes. Early investigation of the composition and mode of 121 assembly of SAHF and its contribution to cell cycle exit, led to the identification of 122 enrichment in macroH2A1 (30). Chromatin regulators, HIRA and ASF1a drive 123 formation of macroH2A1-containing SAHF and senescence-associated cell cycle 124 exit (30). 125 MacroH2A1 incorporation occurs as a late step and only after SAHF appearance by 126 DAPI staining (31). MacroH2A1 isoforms are thus highly expressed in cells 127 undergoing senescence, which is an antitumor mechanism, suggesting macroH2A1, 128 and in particular macroH2A1.1, may be a useful biomarker for senescent cells in 129 tumors such as lung and colon cancer (25, 32). MacroH2A1 seems to be 130 mechanistically dispensable for RS and DIS, as the number of ï  ¢-galactosidase 131 positive cells in the liver of aged macroH2A1 knock-out (KO) mice is identical to the 132 ones of aged matched wild type littermates, as well as in H2O2-treated hepatoma 133 cells KO for macroH2A1 compared to control cells (13). As said,

ICT Portfolio Critical Thinking

Question: Discuss about theICT Portfoliofor Critical Thinking. Answer: Critical Thinking Definition: Critical thinking is referred to the ability of thinking rationally and clearly regarding what to believe or what to do. Critical thinking incorporates the ability of engaging in independent and reflective thinking. Critical thinking should not be considered as an accumulating information (Thinking, 2016). It will be goofy to consider critical thinking as being critical or argumentative with a specific topic. Critical thinking is useful in exploiting bad reasoning and fallacies. It plays a significant role constructive tasks and cooperative reasoning. In addition to that, it assists the ICT professionals in strengthening arguments, gaining knowledge and enhancing theories. ICT Professionals Need to Be Good Critical Thinkers: Critical thinking is essential for most experts, regardless of whether the field being referred to includes the law, prescription, design, expressions of the human experience, or in the domain of data and correspondences innovations (ICT). Critical thinking is simply the use of educated reason missing inclinations towards specific results (Kong, 2014). It requires a goal, impartial evaluation of information and data and the enunciation of a conclusion grounded solidly in that appraisal. It requires a readiness and capacity to "consider unheard of options" in regards to conceivable results, and in this regard has filled in as an establishment of the present day improvement of data and communications innovations (Koh et al., 2015). Critical thinking enhances language and presentation skills. Thinking systematically and clearly may advance the way of expressing ideas. Critical thinking promotes creativity. To think of an inventive answer for an issue includes not simply having new thoughts. Basic intuition assumes a critical part in assessing new thoughts, selecting the best ones and adjusting them if fundamental (Pucer, Trobec Zvanut, 2014). The first example illustrates that ICT project manager, the ITC professional, needs to have the skill of critical thinking so that all the required complex processes for a project can be done smoothly and effectively. As per the second example, software programmers often face a common situation where they do not understand how the algorithms can be generated to reduce the complexity (Kong, 2014). Through using critical thinking, the programmers can increase creativity. This will allow them to get a better algorithm with less complexity. Summaries of the importance: The above section successfully illustrates that it is mandatory for the current ICT professionals (Koh et al., 2015). The critical thinking will serve as the key of enhancing the professional skills of the employees. Week 5: SWOT Analysis SWOT Analysis of Academic Writing Skills: Quadrant Points Strength Good quality of structure: The quality of the academic writing structure is strong and represents all the information properly. Each type of information is provided in the appropriate section of the study. Usage of proper grammar: All the sections of the academic writing include appropriate grammar. No grammatical mistake is present in the writing. Proper part of speech is being used in the whole writing. Strong writing: The writing has been preceded through thinking. Additional time has been allocated for exploiting information from the academic sources. This made the writing sounder. Weakness Inconsistent stylistic approach: The writing does not follow the proper APA style throughout the whole writing. The inconsistent approach of using the styles such as APA, MLA, Harvard or many others has made the writing weak. Less Amount of Information: Though the information that has been used for carrying out the writing is legitimate and proper, the amount of evidences has been provided is not enough. Opportunity Improving Quality: It is always possible to improve the quality of the writing. There are scopes of improving the structure slightly. With providing more amount of information, the wiring can be improved. Continuous Improvement: Through improving the writing skills continuously, it is possible to acquire ultimate academic writing skills. Threat Change of Styles: Often the universities and other institutions change the style of the APA, Harvard, Chicago and many other styles. This can create issues in writing as if all the changes are not properly then the quality of the skill will diminish. Plagiarism: Often the writings matches with the articles of the other writers. This case generates a big issues as plagiarism is a serious issue in the academic writing cases. Strategies: Making stylistic approach consistent: It is really important to resolve the issue of inconsistent stylistic approach. For resolving this issue, the first thing to do is gathering proper and complete knowledge of each type of styles. After getting the sufficient knowledge, comes the time of applying the knowledge in actual writing (Bailey, 2014). Some issues will remain in the writing. For resolving this issue, the best way is to get assistance of a tutor. The job of the tutor will be identifying the issues and proving an outline for resolving the issue. Gathering as much knowledge as possible: Providing support to the statements has been always a significant skill in academic writing skills. In terms of resolving the issues of lack of information, first thing will be collecting as much articles possible regarding the topic (Hirvela Du, 2013). Then the articles will be read and all the relevant information will be recognized. In each part of the writing, the information collected from the articles with the evidences will be provided. Week 7: Reflective Writing The experience of completing the Participation Activity 1 was good and enthusiastic. I have done many things in terms of completing the activity. I have gathered the knowledge regarding the skills an ICT professional must have from tutors, websites and different articles. While wetting about the information communication technology, I may not provided a brief description but I have a done an in-depth analysis. It is because, this activity increase the my level of attraction toward ICT. I have studied a lot about the skills and finally understood the requirements rather than technical skills required to have for becoming an ICT professional. The very first contribution to the writing refers to negative, as the subject that I have written is not sufficient for describing the purpose of the participation activity1. My second contribution to the activity is providing introduction of myself. I have provided a good introduction of myself so that the tutor may have some information of me bu t the mistake that I have done is writing india instead of India. The third contribution is stating that I have gained certain communication skills during my under graduation course in electronics and communication engineering. I forgot to provide the years of my graduation. Though the proper structuring is the most positive contribution that I have in the activity, the grammar mistakes in the whole writing diminish its impact. I have done an in-depth research regarding the ICT and skills of ICT professionals. I have successfully learned that communication skills are really important for an ICT professionals. Participation in social and cultural events increases the communication skills. Anything that brings around people assists in enhancing the communication skill. Having critical thinking toward problems, allow ICT professionals to be better. Having ICT professional skills does not only improve technical knowledge but also improve behavior toward colleagues and other professionals. If I get a chance of doing the Participation Activity1 again then I would like to improve my writing. It is because there are so many gaps in my writing. I have also done many grammatical mistakes in the participation activity1. I would like to enhance my grammatical skills and apply my knowledge in future activity. I also wish to learn about the writing skills so that the mistakes I have done in the activity 1 can avoid in fu ture work. The most positive thing about the situation is that I have done good in the marks for education, work experience and achievements/milestones. I have written that with satisfactory writing. Instead of that, I have failed to provide sufficient details in the mentioned segment. In terms of writing the e-mail, I have failed to create a proper subject line. In the Questions and/or suggestions about COIT20249 segment, I have met all the requirement and this is the most negative aspect of my activity. Week 11: Responding to an Ethical Scenario The situation where on professional has to choose between the benefit of best friend or the organization he/she is working in is always critical. It is never easy to follow the rules while it can have negative impact on the best friends situation. The organization states the term that the users that has not used the service for more than three years will not get the advantage of free benefits. Some code of ethics has been developed by the ACS for guiding the activity of the employees in this kind of situation. Australian Computer of Societys abbreviation is ACS. Before describing the six rules of ACS, it is important to state that advising to renew the subscription is the best possible solution in this kind of situation ("Australian Computer Society CODE OF ETHICS", 2017). The six codes of ethics are public interest, the enhancement of quality of life, honesty, competence, professional development and professionalism. In this case, the concentration will be on the honesty of the employee. As per the Honesty code, the professional should be focused to the integrity of his/her work and avoid any influence that can reduce professionalism. In other words, the professional must be very conscious regarding the integrity of his/her job. The Honesty is considered as a professionalism level determination factor in any ICT or other enterprise. The ICT professional should be able to differentiate between the personal affection from the professional decisions. The personal affection always drives a person to consider the benefit of the close ones before the codes of the organization. This is not relevant for any professional skills. The professional must put the codes and protocols of the organization before any personal influence or thinking. The professional decisions always guides the professional to consider the benefits of the organization ("ACS Code of Ethics", 2017). As per the situation, if the ACS code is followed then the professional must be honest to his/her organization and do exactly whatever the supervisor has asked to do. Associations execute codes of morals in their game plans, which underscore the morals obligations of buyers in the utilization of data development ("Australian Computer Society CODE OF ETHICS", 2017). The codes of morals guarantee that data advancement segments are utilized for quite recently bolstered reasons. The codes anticipate conveyance of coming to favorable circumstances, taken for instance, passwords of the customers. This secures PC structures from noxious strikes. Morals in like manner advances respect in the usage of information development. This is in light of the fact that they shield customers from denying others access to PC frameworks. Week 12: Successful Completion Part A: Principles and importance of effectual interpersonal communication, reading for meaning and active listening: If one has talked something in interpersonal correspondence, then it cannot be switched. It does not make a difference how lament one feels in the wake of saying something; the talked words cannot be reclaimed. To tune in to something, a man needs to focus on what the speaker is telling. The peruser must read something more than once to understand something basic. It permits the peruser to distinguish the shrouded implications assuming any. Skills regarding teamwork: The colleagues can talk their thoughts. Notwithstanding that, communicating sentiments will be in the open yet in a non-undermining way. The individuals can speak with each other enthusiastically. Every individual from the group will support and regard each other. The colleagues cooperatively choose who will assume liability for which movement. Communication form (Written and Verbal): The speaker must be clear in expressing the message. It is required to ask the question from the beneficiary to ensure that he/she comprehended everything. Full focus to the fundamental focuses is extremely critical. Utilization of legitimate language structure, vowels and parts of discourse makes composing viably. Presenting Effective Oral Communication: Retaining the layout of the introduction as opposed to composing and honing it, give a superior probability of good oral introduction. As indicated by the substance and significance of the sentence, the vocal must change. ICT industry and ethics, codes of behaviour, legal issues, societal, and privacy: Ethics permit an ICT expert to remain inside the limit of the authoritative benefit while different quandary happens. Code of practices enhances the likelihood of the better relationship. An understanding of common work practices and values operating in the Australian workplace: ICT experts must work being inside the prerequisites of the association. Working inside a group alongside building compelling working environment relationship is fundamental. It is the obligation of an ICT expert to partake in the change procedure. Organization Process Improvement and ICT: The ICT can use in association for enhancing the procedures, for example, conveying items to the purchaser, enhancing the reaction of association to crisp advancements, making the back procedures programmed. Emerging technologies: The example is Cisco IT integrated collaboration. This technology can be used in carrying out real-time IP Video and Voice integration within Enterprise Social System. This technology provide solutions that are people centric. Part B: The unit holds all the relevant information regarding professional skills and impact for ICT professionalism. The depiction of interpersonal relational abilities has been given points of interest. Collaboration is in charge of making a venture or general group viable. The unit covers the codes that are basic for viable gathering work. The unit does exclude numerous cases of genuine information to bolster the announcements. In spite of the fact that the method for showing the unit in composed organization is great, there is constantly need of some support to the announcements for making composing more pertinent. Reference List: ACS Code of Ethics. (2017).Teaching.csse.uwa.edu.au. Retrieved 8 February 2017, from https://teaching.csse.uwa.edu.au/units/CITS3200/ethics/acs-ethics.htm Australian Computer Society CODE OF ETHICS. (2017).Courses.cs.vt.edu. Retrieved 8 February 2017, from https://courses.cs.vt.edu/professionalism/WorldCodes/Australia.Code.html Bailey, S. (2014).Academic writing: A handbook for international students. Routledge. Hirvela, A., Du, Q. (2013). Why am I paraphrasing?: Undergraduate ESL writers' engagement with source-based academic writing and reading.Journal of English for Academic Purposes,12(2), 87-98. Koh, J. H. L., Chai, C. S., Benjamin, W., Hong, H. Y. (2015). Technological Pedagogical Content Knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st century learning.The Asia-Pacific Education Researcher,24(3), 535-543. Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy.Computers Education,78, 160-173. Pucer, P., Trobec, I., Zvanut, B. (2014). An information communication technology based approach for the acquisition of critical thinking skills.Nurse education today,34(6), 964-970. Thinking, I. T. C. (2016). Critical thinking: What is it good for?(In fact, what is it?).Skeptical Inquirer.

Looks Could Kill Essay Example

Looks Could Kill Essay Barbie is definitely too skinny to be a good role model for anyone. Many may think that Barbie, six feet tall, 100 pounds and measurements 39-19-33 is a beautiful and perfect model of how every woman should be. Since Barbie was first invented in 1959, there are many reasons as to why she is not the perfect role model. Barbie may have a perfect figure, perfect family, perfect group of friends, perfect boyfriend, perfect house, perfect hair, perfect clothes and perfect everything, however Barbie is not a healthy and proportional being. In addition, she is a bad influence on society. Lastly, she causes many individuals to develop unrealistic and unachievable goals. The more time spent playing with this doll, the more impact it has on the child. Yes, Barbie has pursued many good role model moments but the thing that has not changed is her unachievable but influencing looks and lifestyle. Therefore Barbie is a poor influence and should not be anyone’s role model. Barbie’s body is not proportional or a reasonable size for anyone to try to achieve. The pressure on girls and how they have to look, act and dress is currently increasing throughout the years. Girls have the urge to try to fit in and the only way they can fit in is by looking and acting a certain way. Since Barbie is perceived to be popular, happy and perfect, every girl tries to be just like her. This is an alarming issue. Girls are developing lower self esteem due to the lack of confidence in not being able to be like Barbie. If any human being is her 39-19-33 size, they are suffering from malnutrition. Their body will have trouble functioning because Barbie has an unproportional body. Her body has extremely long thin arms and legs and a short torso with a very uneven chest-waist-hip ratio. This type of unproportional body comes with many dangerous health issues. A body like Barbie would have an extremely weak heart and internal organs that are too weak for the proper purpose of its function. Barbie will not be able to pump blood through her cardiovascular system, digest, breathe, be prone to illness and brain function is not physically possible. Since this look is not achievable, it causes many individuals to develop a very low self esteem. Therefore, Barbie’s body is unachievable, unproportional and should not be consider an ideal for anyone. We will write a custom essay sample on Looks Could Kill specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Looks Could Kill specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Looks Could Kill specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Barbie causes many individuals in this society to develop eating disorders and induce self harm. Over eight million people in America has an eating disorder, 10-15% being males and 85-90% being females. Out of the 89-90% there are 80% of them that are under the age of twenty. Some of this population started to worry about their size and weight ever since the age of four. Many of these girls have an eating disorder. Some have openly admitted that Barbie has played a huge role as their role model. This means that Barbie is portraying a bad image and is a horrible influence. In order to lose weight, many people look to dieting as an option. Diets are not a bad thing and many humans around the world go through phases of life where dieting is a healthy option. However, if a child at the age of four is going on a diet, it affects their growth and bodily function. Some kids not only go on diet but may starve themselves or become bulimic. Doing so may cause other dangerous side effect. Many may also induce self harm because they still feel that they are not skinny enough. This may lead to death just because they are not as skinny as Barbie. In the year of 1965, the Slumber Party Barbie was introduced. The bathroom scale was permanently set to 110 pounds, the doll came with a book called how to lose weight and the advice was â€Å"Don’t Eat. † Not only does Barbie influence girls to have her perfect body but Barbie is also known for her perfect looks. This leads to girls spending numerous hours layering makeup, destroying their hair with dye, straightening and curling irons and shopping at the most high end and expensive stores to achieve her looks. Barbie influences girls to be very materialistic. Girls start to want everything Barbie has. As a child, I wanted a never ending list of the things she had, her pink car, dog, pool, mall, everything! Numerous girls have dreamed of Paris Hilton’s Barbie car and a house like Barbie’s. Therefore, Barbie is a very dangerous and bankrupting role model. Lastly, Barbie’s body is not achievable and unrealistic. Barbie causes a bias perspective on what is beautiful. Beautiful comes in varies shapes, sizes and colour. Since Barbie is everywhere and so openly exposed, it causes a bias opinion on what is conceived as pretty, perfect and ideal. The body of Barbie may be seen as perfect and acceptable but definitely not achievable. Beauty can come from different ethnicities, backgrounds and body types. Barbie may be a role model, but it is not physically achievable by any body type. It is not achievable or natural. Some women spend thousands of dollars trying to achieve this perfect look on plastic surgery, face lifts and professional stylist for everyday life. A girl named Sarah Burge in the UK did exactly like so. She spent one million dollars to live the Barbie life. Even though it is achievable it is extremely hard to maintain such a lifestyle. Therefore, Barbie influences society to make unrealistic and unachievable goals and is not a good role model. Barbie should not be a role model to anyone. Barbie is a bad influence and does not have a positive effect on others. Barbie is not a healthy and proportional being which causes girls that can’t achieve her look to have low self esteem. In addition, she has a bad influence on society and causes many eating disorders and self harming victims just from trying to look and be like her. Lastly, she causes many individuals to develop unrealistic goals and become bankrupted from just trying to achieve her way of life. This doll may be perfect in the plastic world but brought into real life she would die. Barbie and many other dolls is not a beneficial figure to look up to as a role model.

How to Write a TOK Essay

How to Write a TOK Essay How to Write a TOK Essay A TOK essay is also known as a Theory of Knowledge essay. Usually, it has a word count of 1200 – 1600 words and very often your instructor will give you a list of chosen topics to write on. TOK essays or Theory of Knowledge essays are usually required for an IB diploma. It is a comparative essay by nature and discusses a specific problem as you can contrast and compare various ways of information and knowing on the subject. Different areas of knowledge can be reason, language, emotions and others. The criteria on your grading will be explicitly given in your instruction notes. Writing a TOK essay requires understanding the issues of the examined knowledge, focusing and analyzing them; creating comparisons and links, offering an understanding which is sophisticated and relevant. You should demonstrate independent thinking, various examples that support your thesis, perspective that is different and captivating and self-awareness on the matter. The analysis of the TOK essay will require depth and insight, justified main points, implications and assumptions, and arguments as well as counter arguments. The ideas that support your thesis should be well structured with factual accuracy; you should explain the key concepts in detail and submit proper references. How to write a TOK essay There is the so called term when writing a TOK essay referred to as the four C’s or: Creativity – You must develop independent and personal thought. Content – You must understand and be able to write on the knowledge issues. Clarity – You must be able to write a well-structured essay. Critical thinking – You must submit enough arguments and counter arguments to convince the audience in your point of view. If you follow the rule of four C’s you will be able to write a good TOK essay. As mentioned above, it is very important to pick the thesis you are going to write on carefully. It should be something you feel competent to write. However, it does not matter how competent you feel, you still must research your thesis in detail in order to provide sufficient number of arguments and counter arguments to defend your point of view. Take notes while researching and make a draft of your TOK essay. The basic structure of the TOK essay is introduction, body and conclusion. Introduction of TOK essay An introduction is the initial contact between the audience and the writer. In the introduction you have to state what you are going to write about and your opinion on it. In the introduction you should try to capture the attention of the audience, explain them briefly what you are going to write about and outline it and explain what you understand about the knowledge you are going to write about. You can start your TOK essay with something surprising in order to capture the audience attention. And after that you include the thesis statement. Body of the TOK essay When writing a TOK essay and more specifically its body, you should state every argument and counter argument you have found in a separate paragraph. That is what will make the essay look well structured. Spend more time analyzing and detailing the most important arguments and ideas. Be careful when transitioning a paragraph if you jump from one point to another that will make your essay look messy. Also, consider your audience, what is important for them, what they want to hear and what will make them accept your point of view. Conclusion of TOK essay The purpose of the conclusion is to create a sense of closure in the audience. Usually, in the conclusion the writers repeat what they have already stated numerous times. So you will create a very good ending of your TOK essay if you find a way to write about your thesis and knowledge in a slightly different way and formulate the key arguments in a new manner. Your conclusion should be strong and convincing. You may ask a friend to read your conclusion and introduction and ask him or her whether it is well structured and organized. Also, always proofread your essay and remove any grammatical and contextual mistakes. A good essay is one written with precision, clarity and economy.

The kaibab essay Essays

The kaibab essay Essays The kaibab essay Essay The kaibab essay Essay Ivan espinoza Biology October 28, 2013 Kaibab and wolf problem The Yosemite national park has a problem with over grazing of kaibab in the park and will cause over population and starvation and what the Grand Canyon national preserve game started to release wolfs into the park but near by farmers are out raged, because these wolves are killing their live stock. The farmers want the government to allow them to protect themselves from the wolves but the wolves are endangered species this will kill of this species for ever. With this reasons these could help this problem. one way to stop this is by forming a law on it being illegal to kill wolves. By this would prevent farmers from killing and being fined for doing so for example if a farmer where to kill one he will be fined a large price for killing the animal. Second way is by moving the wolf population away from farms and far away. By this if their still close to the kaibab but away from the farmers livestock will keep both sides happy. Third way is by adding hunters to kill of kaibab lowering the population. For this will make no need for wolves keeping them away from the livestock and both the over population problem and the killing of livestock will be solved. For these solutions it is possible to make both parties happy. By making a federal law against killing wolves, moving the wolves away from livestock somewhere farther but close to kaibab, and hiring hunters to kill kaibab so they dont require wolves to do it. These are all the solutions possible that the park could use to help these to problems.

Waste Management Reseach Paper Research Example | Topics and Well Written Essays - 750 words - 1

Waste Management Reseach - Research Paper Example Sampling is concerned with selecting a section of the population (sample) to carry out research, in order to find out certain characteristic of a population. The objective of carrying out the sampling exercise will be to determine if there is any connection between operating street sweepers and contraction of chronic diseases. Random sampling method will be used. The sample population will consist of one hundred street sweeper operators and the same number of city staff who work in the office. Confidentiality of the informants will be paramount and no one will be required to give their names or any other personal information. They will have to give their consent before the experiment begins. The questionnaires will be administered to the two groups separately, together with focus group discussions. This method will be used because it is cheap and not time consuming. A set of questions will be administered to the target audience. The type of questions will include the number of years that they have been doing the street sweeper operator job, their medical history and other socio-demographic factors. The two groups of respondents will be required to fill in the questionnaires. The medical history will look at respiratory diseases such as bronchitis and asthma. End results will be presented in the form of graphs for analysis. If from the medical history, the street operators are proved to have acquired new infections, then, more studies will need to be conducted into the issue. The work environment of the street sweepers will therefore, be a hazard, requiring to be controlled or eliminated (Ericson, 2005). 2) What is the pel of the substances that you might detect? Permissible exposure limits are enforced to protect workers from the negative effects of being exposed to substances that are a hazard to their health. They are divided into two according to the United States Environmental Protection Agency; PM 10, basically are particulates with a diameter of less than ten microns in diameter. The other is PM 2.5, which are particulates with a diameter of less than 2.5 microns. Particulates with a diameter of less diameter are inhaled and easily absorbed into the cells of the body and consequently to the bloodstream. Consistent exposure to the particles will lead to contraction of respiratory diseases. The waste removed by the street sweeps is mainly composed of sulphates and nitrates from wearing out of roads and rubber form vehicle tires and gasoline combustion. Dust is also a crucial component, composed mainly of silica and metal. The following permissible exposure limits are established by the Occupational Safety and Health Administration (OSHA). Sand has a permissible exposure limit of is 0.1mg/m3 , whose overexposure can lead to pulmonary diseases such as silicosis. The pel of dust, on the other hand is 15mg/m3 ,can also damage the respiratory system. 3) What are your recommendations? Occupational health and safety should be available to th e operators, which should among others include regular medical examination. Through these processes, infections will be able to be detected earlier on and treated. Other occupational health steps to reduce infections in the work place will include provision of protective gears such as masks (Sullivan, 2010); through such a process, infections will