The Importance of Partnerships with Parents for All Aspects of the Childcare Service Essay Example for Free

The Importance of Partnerships with Parents for All Aspects of the Childcare Service Essay The partnership with parents is very important as it is the key to making sure that the children in my care get the best care available and are happy and settled in my setting. With the introduction of the Children Act in 1989 parents were given definite rights. This included being able to access information on their children’s progress and achievements in their setting and also a preference to parents as to which school they wanted their child to go to. Since the introduction of the EYFS in 2008, a clear framework has been put in place to foster partnerships between parents and all professionals, including childminders, pre-schools, nurseries and schools. The relationship between parents and childminders can be very close, parents will be coming into my home every day and it is important that I put this on a professional footing by having a Parental Involvement Policy that clearly states how the partnership between the parents and I will work. I will welcome all parents into my setting and encourage their involvement in order to ensure their child is comfortable enough to flourish into confident, happy individuals. The partnership with parents starts with the first initial enquiry / visit. I need to build a rapport with the parents by understanding their requirements both culturally, socially and any routines they have. I will always endeavour to accommodate a child’s routine and discuss with parents how this will be managed taking account of the children already in my care. Sometimes a compromise will need to be made, as long as this is agreed by all parties. Different cultures have different approaches to modesty, clothing, and the use of the toilet and hygiene arrangements. Some cultures have very specific guidelines on the preparation and storage of food and the type of food they eat. All these aspects need to be considered and discussed with the parent at the initial enquiry / visit stage. Once I have established the basic requirements of the parents I will draw up a contract with the parents for the care of their child/(ren). Before a child starts in my care I will want to have some settling in sessions. This is important to ensure that the child, parent and I can have some time to get to know each other and clarify any points regarding routine, specific needs and communication. There are many ways of communicating with parents, keeping a daily diary, telephone calls, email, a chat on collection or drop off and formalised parent meetings. A daily diary is particularly useful when children in my care are young and are still in appies, on formula milk, or being weaned, or just starting to feed themselves and / or not yet talking. Telephone calls or email communication is more likely to be an agreed regular communication in the evening or weekends. I would not envisage this being the preferred method of communication as face to face discussion would be more productive. I would propose to hold parents evenings, at least twice a year. The purpose of this would be to review the child’s progress, discuss any issues and plan for the coming six months.

Chaucers Canterbury Tales - Wife of Bath - Feminist or Anti-feminist?

In view of the fact that the Wife of Bath herself does seem to behave in the manner women are accused of behaving by the anti-feminist writers, it is not impossible that the Wife of Bath's Prologue could be considered a vehicle for the anti-feminist message under the guise of a seeming "feminist" exterior, since her confession is frequently self-incriminating (e.g. her treatment of her husbands, her tendency to "swere and lyen") and demonstrates the truth of the claims made by the anti-feminists even while she is disparaging them and making them look bad -- as in her claim that anti-feminist writers (specifically the "clerks", i.e. learned scholars) are revenging themselves on women because of their own sexual impotence that prevents them from enjoying "Venus werkes", which is rather acute psychological analysis on her part, and extremely persuasive, until one remembers that the clerks are right about her at least, if not about other "wives". Her arguments in favor of marriage, though demonstrating a hearty common sense, are also suspect -- while it is true that marriage peoples the earth and replenishes existing stocks of "virginitee", her own marriages do not seem to have produced any offspring, and while it may be "bet [...] to be wedded than to brinne", her marriages, despite her claim that "in wyfhod I wol use myn instrument", do not seem to have prevented her from "goon a-caterwaw[ing]" and by inference engaging in fornication ("I ne loved nevere by no discrecioun / But evere folwede myn appetit, / Al were he short, or long, or blak, or whit") [good], which is after all what marriage was, according to her, supposed to prevent. Moreover, from the account she gives of her marriages, it becomes increasingly obvious t... ... usual folk stereotypical anti-feminism is shown to be justified in at least her case, the absurdity of the more virulent breed of anti-feminism is made clear by Jankin's book of "wikked wives", an erudite, if rather motley, collection of what are mostly homicidally-inclined females (Clytemnestra, Livilla etc.) that he seems to regard, or at least claim to regard, as the norm. As a result, the Wife of Bath's Prologue should not be dismissed simply as "merely an attack on women and married life"; there is much more ambiguity involved, and it would be inadvisable to ignore the fact that it is primarily a brilliant character-study of an individual rather than a didactical anti-feminist treatise in disguise. Work Cited Chaucer, Geoffrey. The Canterbury Tales. Norton Anthology of World Masterpieces. Ed Mack, Maynard et al. W. W. Norton and Co. New York, NY. 1992.

Love Theme in Pride and Prejudice Essay

Love is the conquering theme in Pride and Prejudice. The love story between Elizabeth Bennet and Mr. Fitzwilliam Darcy gives rise to the theme that love can conquer over pride, prejudice, and even social hierarchies. Jane Austen uses the novel in order to propose that true love is precious and can conquer all things. Initially, Austen develops the theme by having love conquer Mr. Darcy’s pride. Mr. Darcy is at first cold and uninterested in the poor, socially inferior Ms. Bennet. He says, â€Å"She is tolerable, but not handsome enough to tempt me† (Austen 31). He scorns the ball at Meryton, and says it’s a waste of his time (Austen 32). Mr. Darcy’s affections though begin to change after Elizabeth comes to Netherfield Park in order to take care of her sister, Jane. The narrator states at this time, â€Å"He really believed, that were it not for the inferiority of her connections, he should be in some danger† (Austen 159). Mr. Darcy, surprisingly though, extends an offer of marriage to Elizabeth; He just proposes with the constant mention of how he is of higher standing, in so many ways, and how that this match is against his better judgment. Even while humbling himself to the point of asking a middle class woman to marry him, pride still exudes from his mouth. Ms. Bennet, needless to say, declines. This spurning of his proposal humbles him to the point where he once again asks for her hand, and this time humbly. Austen shows love and affection subduing the proud Mr. Darcy humbling him to the point where he would happily marry a middle class girl of greatly inferior social standing, reputation, and wealth. Secondly, Jane Austen shows love conquering over Elizabeth’s prejudice. For the entire first half of the book, Elizabeth loathes Darcy and his social class. She finds him and his class snobbish, pretentious, and prideful. Elizabeth unrightfully believes rumors about him coming from the untruthful Wickham, and does not let Darcy defend himself against them. Elizabeth’s prejudice starts to subside though after Darcy’s marriage proposal and she gradually starts to trust and admire him, especially after Mr. Darcy’s servant Mrs. Reynolds’s speaks so kindly of him (Austen 755). Elizabeth Bennet’s love for  Darcy grew greatly the more knowledge she gained about him, which coincidentally destroyed Elizabeth’s prejudice. Lastly, Elizabeth and Darcy break down huge social barriers in their marriage. This is seen in no greater of a way than in the confrontation between Elizabeth and Lady Catherine de Bourgh. The old lady cannot stand the fact that her well-groomed nephew wants to marry a poor pauper girl. She warns Elizabeth that if she were to marry Darcy that he would soon become the â€Å"contempt of the world† (Austen 1108). And not only does Mr. Darcy’s class object to the pairing, but Elizabeth’s own mother and father do not think it is possible that their daughter to marry that high into the social order (Austen 1173). The only reason this couple would have gotten together is love, and Austen is showing that love can overcome societal barriers. In conclusion, Jane Austen used the characters of Mr. Darcy and Elizabeth Bennet, to show that true love outshines social acceptability, and overcomes pride and prejudice.

Limitations of 10th & 11th 5 Year Plan

The Eleventh Five Year Plan, which was approved by the National Development Council on 1 9 De cembe r 2 0 0 7 re a f f i rms thi s commi tment . It pro v i de s a comp r e h e n s i ve s t r a t e g y f o r i n c l u s i v e development, building on the growing strength of the economy, while also addressing weaknesses that have surfaced. Tenth Five-Year Plan (2002–2007) ? Providing gainful and high-quality employment at least to the addition to the labour force; ? All children in India in school by 2003; all children to complete 5 years of schooling by 2007. Reduction in gender gaps in literacy and wage rates by at least 50% by 2007; ? Reduction in the decadal rate of population growth between 2001 and 2011 to 16. 2%;* ? Increase in Literacy Rates to 75 per cent within the Tenth Plan period (2002 – 2007) Eleventh Five-Year Plan (2007–2012) The eleventh plan has the following objectives: Education ? Reduce dropout rates of children from elementary school from 52. 2% in 2003-04 to 20% by 2011-12 ? Develop minimum standards of educational attainment in elementary school, and by regular testing monitor effectiveness of education to ensure quality ? Increase  literacy rate  for persons of age 7 years or above to 85% ? Lower gender gap in literacy to 10 percentage point ? Increase the percentage of each cohort going to higher education from the present 10% to 15% by the end of the plan Thrust Areas in the 10th Five Year Plan GENERAL : To achieve a profound transformation of higher education in order that it becomes an effective promoter of sustainable human development and at the same time, improves its relevance with closer links with the world of work and achieve quality in its teaching, research, business and community extension functions including life long learning. SPECIFIC: To contribute to the transformation through improvement of the conceptions, methodology and practices related to: The relevance of higher education. Quality, evaluation and accreditation. Research and development. Outreach activities in business and community and life long learning. The knowledge and use of the new information and communication technology. Management and financing. Export of higher education, and reorientation of international cooperation. Strengthening of open and distance education system. Strengthening of research institutions. Mobilization of resources. Proposals/Recommendations for 11th Five Year Plan A Working Group on Higher Education was set up by the Planning Commission under the Chairmanship of Secretary (HE), vide order no. M-12015/2/2005-Edn. Subsequently, it was decided to constitute seven Sub-Working Groups on the following sectors of higher education:- 1. Central Universities 2. Deemed to be Universities 3. State Universities 4. Col leges 5. Distance Education 6. Quality of Higher Education 7. Research. Tenth Five Year Plan (2000-2005) The year wise allocation and expenditure for the 10th Five Year Plan period was as follows : The Tenth Five Year Plan was fixed at Rs. 30,162 Lakhs. The flow to TSP, SCCP and PWD projects were follows: 1. TSP – 145 Lakhs 2. SCCP – 225 Lakhs 3. P. W. D. – 200 Lakhs During 10th Five Year Plan period the following development works was undertaken by the Govt. : 1. Normalisation of Plan Posts. 2. Establishment of  The K. K. Handique State Open University 3. Introduction of 5 years L. L. B. Courses in B. R. M. Govt. Law College. 4. Establishment of F. M. Radio Station. 5. Introduction of Private University Bill. . Sanction of Rs. 10 Lakhs to each Provincialised colleges and Rs. 4 Lakhs to all provincialised Sanskrit Tols under the scheme â€Å"Buniyad†. 7. Financial assistance to all affiliated Non-Govt. colleges (133 numbers) and 16 Sanskrit tols under â€Å"State Priority Schemes†. Eleventh Five Year Plan (2005-2010) The draft XIth Five Year Plan has been proposed for Rs. 34,175 lakhs. The flow to S. C. C. P proposed for XIth Five Year Plan is Rs. 300 Lakhs. During the current financial year an amount of Rs. 70 Lakhs has been agreed for S. C. C. P for implementation of the above mentioned schemes. For the next financial year 2008-09, an amount of Rs. 1,831 Lakhs has been proposed and the flow to S. C. C. P. is proposed for Rs. 100 Lakhs. III. Major Initiatives in the Eleventh Five Year Plan Let us examine the provisions made in the Plan for the various sectors in Education. This section will also highlight the changes, if any, in the scheme structure and measures taken for better implementation. C. Secondary Education The Central Government has been managing four types of schools that have been allocated the following: Kendriya Vidyalayas (Rs. 1,326 crore), Navodaya Vidyalayas (Rs. 4,067 crore), Central Tibetan Schools (Rs. 6 crore) and National Institute of Open Schooling (Rs. 88 crore). The Union Government scheme ‘Strengthening of Boarding and Hostel Facilities for Girl Students of Secondary and Higher Secondary Schools (Access & Equity)' is to be restructured and merged with the new umbrella scheme of ‘Universalization of Access and Improvement of Quality of Se condary Education'. Further, the erstwhile schemes of Information, Communication and Technology (ICT) in schools, girl child incentive, Integrated Education for Disabled Children, Vocational Education, etc. will be subsumed under a new umbrella Centrally Sponsored Scheme (CSS) named SUCCESS. The Eleventh Plan apportions Rs. 9,282 crore to SUCCESS. It is worthwhile here to note that under this scheme it is proposed to set up 6,000 block-level Model Schools at the secondary level which would be largely managed and run by the corporate entities, trusts and reputed private providers. This, when seen in the light of growing share of private schools (from 15% in 1993-94 to 30% in 2004-05) and encouraging establishment of good quality schools in deficient areas in Public Private Partnership ( PPP) mode is reflective of the policy direction of the Planning Commission and the Central Government. Focusing on the girl child, A Girl Child Incentive Scheme with a provision of Rs. 1,326 crore is to be launched on a pilot basis in selected Economically Backward Blocks (EBBs). On the basis of quick evaluation, its expansion will be considered in the Eleventh Plan period. It is proposed that the merger of all girl child incentive schemes will be ensured. Herein, a critical aspect related to school education is teacher education and training. The Plan provides Rs. 3,536 crore to Teacher Education. In this regard, severe gaps have been observed in the management of District Institutes of Education and Training (DIETs). Not only have most of the DIETs been headless, there is also a shortage of quality faculty in DIETs, thereby leaving much to be desired in the quality of teacher training. While the Plan document finds this detrimental to promoting quality in teaching, the solution suggested is heavily dependent on outsourcing the DIET faculty or DIETs adopting the PPP mode. D. Vocational Education The Eleventh Plan apportions Rs. 1,768 crore towards Vocational Education. As part of the strategy adopted by the Plan, there is greater emphasis on the services sector. This apart, over 95% of the unskilled and semi-skilled population will be provided continuous informal training. It is also suggested that a National Vocational Qualification (NVQ) system be developed. E. Higher Education Apart from the existing 7 schemes in Higher Education, the Eleventh Plan has provided 9 new schemes along with outlining a Special Plan for Higher Education wherein uncovered regions are provided with Science, Medical and Engineering Universities. The Plan highlights the need for autonomy and accountability in the higher educational institutions and calls for quality improvement. While the Plan observes that there are inherent imbalances due to the private sector focusing on specific disciplines and regions of the country; it is worth noting that the Plan hopes that more than half of the incremental enrolment in higher education is made by private providers, thereby encouraging the role of private unaided higher educational institutions in the country. F. Technical Education In the field of technical education, the Eleventh Plan envisages establishing new institutes of management, technology, industrial research and training, planning and architecture. This apart, upgrading select existing technical institutes is on the anvil. The State technical institutes are also proposed to be strengthened. Another key area that has been highlighted is the lack of adequate polytechnics in the country. With 125 districts not having a single polytechnic, it is suggested that every district be covered, through Central funding as well as with PPP and private funding. Some critical issues with regard to these polytechnics include: static curricula, poor industry interface, lack of flexibility to respond to needs, obsolescence of equipment, lack of trainers and inadequate funding. Limitations in the Eleventh Five Year Plan with Regard to Provisions for Education â€Å"The Eleventh Plan would be a Quality Plan in respect of the education sector. † – Eleventh Five Year Plan While some advances have been made towards ensuring the basic issues of access, retention and quality is met, some problems persist. The Plan seems to adopt a piecemeal approach as there are multiple schemes having multiple goals and a constant friction persists between the Centre and the States with regard to funding norms allowing scant progress in terms of outcomes. The Eleventh Plan is increasingly stressing on privatisation in elementary and secondary, higher and technical education sectors in education. PPP is being seen as the preferred route to financing and implementing schemes. Another distressing trend observed in the Plan document is the encouragement given to private players ranging from setting up educational institutions and suggestions to outsource DIET faculty, establishing private polytechnics, etc. Further, acknowledgment of the need to levy (user charges) fees even in public (government-run) schools is worth noting. This, when seen in the light of the Plan proposing to be a Quality Plan, also proves to be contradictory as illustrated by specific instances. In the elementary sector, the Plan continues to seek the participation of teachers in implementing the MDM scheme thereby denying quality teaching to pupils. Under adult education, low motivation and lack of training of voluntary teachers is hardly seen as encouraging quality concerns. Increasing role of public private participation in secondary schools and continuing to have four types of public-funded schools, instead of having a common system of school, also do not promote uniform quality education. With regard to addressing gender concerns, initiatives focusing on Muslim women need to be enhanced. There is also a fear that having multiple schemes with divergent goals (vocational training ranging from small scale entrepreneurial development to computer literacy, etc. ) might dilute the primary objectives of ensuring education and training of uniform quality for all.

Free Essays on Tears, Idyle Tears

"The days that are no more". This recurring sentence is the frame of each stanza and of the poem itself. Does it refer to death ? Or is it a mere yearning for the past ? Fisrt stanza : The first word of the poem being "tears" is significant because it highlights the subject matter of the poem. Throughout the poem Tennyson explores the reasons for his tears to find out why he is experiencing them. Tennyson uses an oxymoron (divine /despair) when he describes them as : "Tears from the depth of some divine despair" The word 'divine' has religious connotations as it means heavenly or sacred, but 'despair' seems opposite as it means to lose all hope ; the poet is describing very powerful emotions. I feel that the speaker is saying that one of the possible reasons for his tears is the loss of hope in God. The alliteration of the consonant 'd' creates a sense of rhythm. Tennyson uses nature imagery when he says : "In looking on the happy Autumn-fields," The image is made stronger by the use of personification, which makes it seem as if the fields themselves are happy, although it is just the feeling they evoke in the speaker. Tennyson uses a paradox because he is describing emotions that contradict each other, despair and happiness. The end of the last line of each stanza is : "the days that are no more" This creates a pattern in the poem and also acts as a summary to each stanza, and to the poem as a whole, because the speaker discovers that the reasons for his tears are his thoughts about "the days that are no more". This could mean death, or just simply moments in the past that you can't get back again. Second stanza : Tennyson says: "Fresh as the first beam glittering on a sail," The freshness of memories is what is being desc... Free Essays on Tears, Idyle Tears Free Essays on Tears, Idyle Tears Introduction : "Tears, idle tears" is a poem written in blank verse – unrhymed iambic pentameter. It consists of four five-line stanzas, each of which closes with the words "The days that are no more". This recurring sentence is the frame of each stanza and of the poem itself. Does it refer to death ? Or is it a mere yearning for the past ? Fisrt stanza : The first word of the poem being "tears" is significant because it highlights the subject matter of the poem. Throughout the poem Tennyson explores the reasons for his tears to find out why he is experiencing them. Tennyson uses an oxymoron (divine /despair) when he describes them as : "Tears from the depth of some divine despair" The word 'divine' has religious connotations as it means heavenly or sacred, but 'despair' seems opposite as it means to lose all hope ; the poet is describing very powerful emotions. I feel that the speaker is saying that one of the possible reasons for his tears is the loss of hope in God. The alliteration of the consonant 'd' creates a sense of rhythm. Tennyson uses nature imagery when he says : "In looking on the happy Autumn-fields," The image is made stronger by the use of personification, which makes it seem as if the fields themselves are happy, although it is just the feeling they evoke in the speaker. Tennyson uses a paradox because he is describing emotions that contradict each other, despair and happiness. The end of the last line of each stanza is : "the days that are no more" This creates a pattern in the poem and also acts as a summary to each stanza, and to the poem as a whole, because the speaker discovers that the reasons for his tears are his thoughts about "the days that are no more". This could mean death, or just simply moments in the past that you can't get back again. Second stanza : Tennyson says: "Fresh as the first beam glittering on a sail," The freshness of memories is what is being desc...

How to Identify People by Name

How to Identify People by Name How to Identify People by Name How to Identify People by Name By Mark Nichol How does one introduce a person in narrative nonfiction? What is the style for subsequent references to that person? It all depends on the circumstances of the person and of the content. In biographical content, it is common to name someone on first reference by birth name, including middle name(s) and independent suffixes such as Sr. or III, but this formal version need not be used again, except in a rare circumstance I’ll mention below. Normally, however, the first and last name will suffice, unless a historical personage is generally identified otherwise, such as in the case of Franklin Delano Roosevelt. A biographical treatment, however, might begin with an anecdote from the subject’s youth or young adulthood, and this excerpt might identify the person at first and on second reference (this editorial term refers not just to the second instance but all subsequent mentions) with a diminutive for example, Bobby in place of Robert or a nickname. Then, once the anecdote is complete, the first reference to the main body of the text will formally identify the subject. And what about second reference? An intimate portrait, or a portion referring to the subject’s childhood, might use the first name alone or a diminutive or a nickname. In most cases, however, the subject’s surname will be employed. Exceptions are figures with extended surnames who are known simply by a single element of that surname, such as Spanish artist Pablo Diego Ruiz y Picasso, popularly known as Pablo Picasso or even just Picasso, and French diplomat Charles Maurice de Talleyrand-Pà ©rigord, known to history as Talleyrand. (These two men are among a small number of historical figures known simply by their last name, though their full names are generally used on first reference unless the person is not the primary subject of the text and is mentioned merely in passing: â€Å"Smith was no Picasso†; â€Å"Jones aspired to be the next Talleyrand.†) When else should a full name be used after the first reference? If the person is being discussed as a type, or the writer is referring to the subject being self-referential, the full name perhaps including middle name(s) and/or a suffix is often applied: â€Å"Jones suggested it to Smith. . . . John James Smith was not the kind of person to ignore a challenge like that.† What are the guidelines for when a person is mentioned occasionally? They can be only guidelines, rather than rules, because one must use one’s judgment depending on the length and organization of the content and on the frequency and placement of references to the person. For example, if a person is mentioned in only one chapter or at most a few sequential chapters of a book, the last name alone should suffice on second reference. But if a person not central to the narrative reappears after an interval of a section or a chapter or more, the full name should be used to reacquaint readers with this person. If the person is mentioned only a handful of times throughout a long report or a book, full identification might be best on each occasion. The writer must decide based on the person’s familiarity and the person’s significance to the narrative. (Another consideration is the presence of other people sharing that person’s surname.) Writers can also vary second reference by using personal pronouns and by judicious use of nicknames or epithets (for example, â€Å"the Wizard of Menlo Park,† for Thomas Edison). Other possibilities are occasional use of first and second initials, or even all initials, for those people popularly known by such appellations, such as JFK for John F. Kennedy. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Math or Maths?Used To vs. Use ToHow often is "bimonthly"?

Philosophy of Nursing Leadership Essay Example | Topics and Well Written Essays - 500 words

Philosophy of Nursing Leadership - Essay Example According to Burns (1978), transformational leadership is an approach that gears to a collective purpose in empowering one another to achieve a preferred future, transforming both the leader and the follower into a higher level. According to Kelly-Heidenthal (2003), the team is geared to work together for a collective purpose by empowering others to achieve a preferred future which is the transformation of both the leader and the follower to a higher level. According to Bennis and Nanus (1985), the goal of the team is to convert followers into leaders, and leaders into â€Å"change agents†. There are literatures that manifest the principles of this theory. The study of Kennedy and Lyndon (2008) shows that in spite of the existence of tensions in maternity care, an improvement of evidence-based practice can be resolved by the partnership of the nurse and the midwife in resolving differences in philosophies in caring, safe practice, communication and respect. Another one is the study of Silen et al (2008) wherein seeking support from the team and acceptance of the situation (compromise) will manage the nurses’ distress and dilemmas, so as to prevent its negative consequences to the quality of care.