Taking Middle School Kids Back to the Adventurous World of Literature Essay Example for Free

Taking Middle School Kids Back to the Adventurous World of Literature Essay The problem is that middle school students in Texas do not practice leisure reading creating a deficit in their reading skills as measured by the National Center for Education Statistics. Texas students showed an upsetting lack of improvement in reading on the Nation’s Report Card. In 2011, the average score of eighth-grade students in Texas was 261. This was lower than the average score of 264 for public school students in the nation (National Center for Education Statistics, 2011). The purpose of this review of literature was to examine reading interventions to promote positive attitudes towards leisure reading. The need is to improve reading skills as reflected reading scores on the Nation’s Report Card. Students who do not take time to read tend to have poor reading skills and sadly many students in middle school choose not to read. The transition from elementary to middle school makes an impact to the student’s interests and pastimes. Middle school students read less due to time spent with peers, participation in sports activities and other after-school activities, and to a growing lack of interest in textual materials (Johnson, Mckenzie, Miranda Williams-Rossi, 2011). Once the students stop practicing leisure reading, they start struggling with reading. Studies confirm a decline in reading scores on standardized tests, a decline in attitudes towards reading and a growing number of students who have good reading abilities, but choose not to read (Rodriguez Lira, 1998). When students stop practicing leisure reading they stop exercising their vocabulary affecting their reading comprehension. â€Å"The goal of comprehending text is not easily attainable for many adolescents, who demonstrate consistent and persistent difficulties with reading for understanding. † (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed, Stillman Spisak, 2011). According to rate and accuracy scores, middle school students have shown a tendency in declining grades. One of the reasons might be because decoding to reading comprehension drops in adolescence and older students have more highly developed strategies that reduce their confidence on word identification skills (Reed, 2010). Middle school students in Texas struggle with their reading skills because most of them do not practice leisure reading. Both qualitative and quantitative studies demonstrate a connection between success in school and the amount of leisure reading students do (Allington McGill-Franzen, 2003; Krashen, 1993, as cited in Hughes- TAKING KIDS BACK TO THE WORLD OF LITERATURE 2 Hassell Pradnya Rodge, 2007). The purpose of this literature review is to recognize the problem of students who choose not to read and find a possible solution to motivate them in devoting leisure reading time. There are a numerous of experimental, quantitative, qualitative, descriptive, correlational, and causal-comparative research studies done in the State of Texas and outside of Texas that have identified this problem and gathered data, important information, and suggested interventions to create possible solutions. According to Knulst Kraaykamp (1998), leisure reading is the reading students choose to do for pleasure; is the reading done for a hubby or fun, it is a non-school recreational activity. Students in elementary schools do practice leisure reading, but once students get to middle school this practice declines. For some reason many students who are good readers simply choose not to read (Beers, 1998). Students Do Not Comprehend What They Read One of the reasons students choose not to read it is due to the lack of reading comprehension making them lose interest in literature. In the article â€Å"Understanding the Cause of Intermediate and Middle School Comprehension Problems†, the authors were able to conduct a qualitative study by conducting a causal-comparative research. They determined the reasons of middle school students who struggle with reading is due to the lack of comprehension in specific vocabulary knowledge, background knowledge, or an understanding of subjects’ metaphors. They stressed students do not necessarily understand the meaning of words they are able to pronounce (Palumbo Loiacono, 2009). After analyzing their findings they describe data where it shows students in kinder garden were more exposed to narrative reading than to comprehension skills. They indicate that once the students get to middle school, it is now the teacher’s task to teach reading skills, comprehension strategies, vocabulary, and the multifaceted problems of subject matter text by using a variety of activities, supports, and scaffolds (Palumbo Loiacono, 2009). As a possible solution, they suggest using a strategy that has being used in the past since 1980 called Instructional Cloze (a story summary where every fifth word is deleted to be filled in the blank so students can be engaged in subject matter knowledge) to improve subject matter comprehension (Palumbo Loiacono, 2009). TAKING KIDS BACK TO THE WORLD OF LITERATURE 3 Many students don’t understand what they read, but comprehension is not the only reason they choose not to read for pleasure. Skills Alone Do Not Produce Readers On the other hand, Beers, the author of the article â€Å"Choosing Not to Read: Understanding Why Some Middle Schoolers Just Say No†, conducted a qualitative research and found out that skills alone do not produce readers. Reading experts recognize that some students leave school with the ability to read, but without the desire (Beers, 1998). Competency tests force many teachers to think they should focus more on reading skills than on reading pleasure (Maracek ,1978, as cited in Beers, 1998). According to Beers, reading can become a desired activity or an undesirable one. One of the great disasters of present-day education is not so much that many students leave school unable to read and to write, but that others graduate disliking reading even with the abilities they might have. Some of the reasons that indicates as to why students dislike reading is too much television, too little parental modeling, and too much emphasis on a skills approach to reading (Beers, 1998). In order to identify the different kind of readers in middle school, Beers gathered data by conducting interviews to reluctant reading students with openended questions on attitudes towards reading. After this, she provided descriptive data that displays characteristics of uncommitted, unmotivated and unskilled readers. With this data, she was able to see patterns of responses and understood students choose not to read for great number of reasons. Those patterns helped her to categorize types of aliteracy (Beers, 1998). In the Merriam-Webster dictionary, aliteracy is stated as the quality or state of being able to read but uninterested in doing so (hacker, 2012). Beers was able to observed devoted and inactive readers want to choose their own books, have teachers read aloud a few pages, meet the author, buy books at a book fair, keep a reading journal, go to the library, participate in panel debates, small group discussions or share books with friends. While uncommitted and unmotivated readers do want to choose their own books from a narrowed choice, have teacher read aloud entire book, compare movie to book, read illustrated books, do art activities based on books, read nonfiction material such as comic, sports, drawing, cars, fashion, make-up magazines (Beers, 1998). Beers TAKING KIDS BACK TO THE WORLD OF LITERATURE 4 did not give treatments to students in order to determine which reasons causes the distaste in reading, instead she conducted a survey to students about their feelings towards reading to gather qualitative data. Parents Modeling Leisure Reading According to the survey Beers conducted, parental modeling takes a big role in encouraging adolescents to literature practice. Devoted and inactive readers talked about their childhood where they remember seeing their parents reading to them at all times of the days and also remember their parents reading books in front of them, everywhere they were. On the other hand, many of the unmotivated students said their parents don’t read and they explain their parents used to read to them when they were kids but only before going to bed, it was an activity meant to keep them quiet and make them go to sleep. So they would see reading as a boring activity (Beers, 1998). This statement was also observed by researchers Hamston and Love, who conducted a quantitative and qualitative study at a private school. Their article is titled: â€Å"Voicing Resistance: Adolescent Boys and the Cultural Practice of Leisure Reading†. In this research the authors decided to focus on boys, leisure reading, and family reading dispositions due to the concerns raised in the literature regarding boys and literacy (Hamston Love, 2005). The study was conducted in a three year period at a private boy’s school. There were two stages in this research. In the first stage, Hamston and Love focused on 91 boys identified as good and committed leisure time readers. In the second stage, the researchers focused on 75 boys identified as mostly able readers who choose not to read. In both stages of the research, quantitative and qualitative data was gathered from each student through questionnaires about their reading practices, their parents, and the ways their parents share reading with their sons (Hamston Love, 2005). After observing and analyzing the questionnaires, researchers gathered quantitative and qualitative data where they were able to identify a similar culture for committed readers in the study; their parents guided them and facilitated them with leisure time reading. While reluctant readers show several acts of resistance and they lack enthusiasm to engage in the reading practices due to communication and relationships between these boys and their parents (Hamston Love, 2005). The TAKING KIDS BACK TO THE WORLD OF LITERATURE 5  research shows reluctant readers resist to reading novels since they are not highly motivated, they consider these privileged text. However, they are engaging in reading and interacting with multi-media, electronic and complex visual texts that relate to their lives as adolescents, but they still lack the passion in engagement to textual practice. (Hamston Love, 2005). The Leisure Reading Habits In a quantitative and descriptive research done at an urban middle school, Hughes-Hassell and Rodge (2007) found an interesting fact about the leisure reading habits. In this particular school, a study was conducted to collect data by administering a 5-page, 20-item questionnaire. It was focused on factors related to reading by choice. For example, whether or not adolescents read in their leisure time; if so, what, when and why do they read? The questionnaire contained multiple-choice and open-ended questions (Hughes-Hassell, Rodge, 2007). Seventy-two percent of the students indicated that they engaged in reading as a leisure activity, a finding that is consistent with other studies of adolescent reading. Twenty-two percent said they read â€Å"constantly†, and 50% indicated they â€Å"read when they get a chance. † Six percent of the adolescents indicated that they do not read; the other 22% said they read only for school (Hughes-Hassell, Rodge, 2007, p. 23-24). These descriptive data exposes good percentage of students who are engaged in leisure reading. However it also raises a question: Why do these adolescents’ reading scores at this particular school remain low when they reported that they engage in leisure reading? (Hughes-Hassell, Rodge, 2007). It has been proven that â€Å"students who read in their spare time become better readers, score higher on achievement tests in all subject areas, and have more content knowledge that those who do not† (Cunningham Stanovich, 1991; Krashen, 1993, as cited in Hughes-Hassell, Rodge, 2007). But why is the survey showing otherwise? Hughes-Hassell and Rodge suggest a possible explanation that it involves the type of reading they are doing. In their survey it displays that â€Å"books† are not the preferred leisure reading material for both male and female students. In the data gathered it shows 72% read magazines about sports, video games, and music. Forty four TAKING KIDS BACK TO THE WORLD OF LITERATURE 6 percent of the students liked reading comic books, 37% choose internet reading material and only 30% of the students read books for pleasure (Hughes-Hassell, Rodge, 2007). Reading magazines, comic books and internet material is considered light reading and according to Hafner, Palmer and Tullos (1986), light reading does not automatically result in an ability to read advanced material, it only provides motivation for more reading (Hughes-Hassell, Rodge, 2007). After the research was conducted and observations were made, the authors provided these are following suggestions for teachers and librarians. 1. Teachers and librarian should provide the types of materials students prefer, including magazines, comic books, and the Internet. 2. Students’ culture and heritage need to be respected by providing multicultural resources that are relevant to students’ lives, as well as resources in their first language. 3. It is important to talk to students to find out what they are passionate about. of them don’t have time to read after school. 5. Adequate fund must be provided for school and classroom libraries in low-income urban communities. 6. Summer reading must be encouraged because it is critical to summer learning. for â€Å"parents play a significant role in developing and sustaining the leisure reading habits of children and adolescents† (Kim, 2004; Strommen Mates, 2004, as cited in Hughes-Hassell, Rodge, 2007). 8. Teachers and librarians have to be passionate about the love of reading and display the books currently reading by the teacher or librarian. (Hughes-Hassell, Rodge, 2007). 4. Students must be provided with time during the school day to read, because some 7. It is imperative to partner with parents to promote and encourage leisure reading Struggling Readers and Silent Reading In the experimental research: â€Å"Silent Reading Manifestations of Adolescent Struggling Readers† conducted by the researchers Gilliam, Dykis, Gerla, and Wright, vital facts were found about the importance of adolescents practicing silent reading. TAKING KIDS BACK TO THE WORLD OF LITERATURE 7. Many struggling adolescents’ readers have not fully developed the skill to read silently, discouraging them from finding a passion for reading (Gilliam, Dykis, Gerla Wright, 2011). According to Miller (1972), efficient silent reading implies a strong correlation between a rapid reading rate and a high level of comprehension (Gilliam, Dykis, Gerla Wright, 2011). Reading silently is developmental; students start first grade by reading out loud, but at the end of the school year 50% of these students read silently with correct understanding. Students who could not read silently either vocalized or moved their lips as they read to themselves, slowing down their reading rate (Gilliam, Dykis, Gerla Wright, 2011). The purpose of this case study was to discover the connection between speech and reading to oneself among struggling readers in secondary schools. Ninety-five struggling readers in the middle and high school students were chosen as the target population in which they received a treatment for an individual administration of a norm-referenced measure of reading along with direct observations (Gilliam, Dykis, Gerla Wright, 2011). During the test administrations, examiners observed the students in order to determine whether they read silently or whether they moved their lips, mumbled, or whispered as they read, or whether they read aloud. The exam had reading comprehension passages to observe the recorded student’s reading comprehension (Gilliam, Dykis, Gerla Wright, 2011). After making observations, the researchers found that less than half of the secondary struggling readers read silently when reading to themselves. In other words, the majority of struggling readers do not practice silent reading which is a fundamental aspect of comprehension and rate of comprehension. The authors propose silent reading to be taught to struggling readers, the study demonstrated that it will improve their reading rate and comprehension; this might also encourage them to practice leisure reading. (Gilliam, Dykis, Gerla Wright, 2011). Reading Interventions in the Middle Grades In the qualitative article titled: â€Å"Reading Intervention in the Middle Grades†, Allington offers five principles to help middle school struggling readers to succeed. After comparing and contrasting different interventions used in the past without success, TAKING KIDS BACK TO THE WORLD OF LITERATURE 8 his first principle suggests all students need high-quality instruction all day long. He proposes teachers to find appropriate lesson materials, because students need books they can actually read (Allington, 2011). It has been confirmed students cannot learn much from books they cannot read accurately, fluently, and with understanding (Allington, 2007). The second principle is to expand the volume of reading that struggling readers do every day, but do it with a book that they can both read and enjoy. With reading practice matters, struggling readers need to dramatically expand their reading activity (Allington, 2011). It may take years of remediation in which the struggling reader will get better than the achieving peers (Torgeson, 2005). If expanding reading activity among struggling readers is the goal, then the third principle is to provide students with books they can read and books they are interested in reading (Allington, 2011). In the fourth principle, Allington advices not to use decoding instruction for middle school struggling readers because this instruction is rarely useful for older struggling readers. Even when decoding lessons bring struggling older readers’ word recognition up to grade level, there is usually no improvement in their reading comprehension (Torgeson Hudson, 2006). In the fifth and last principle, Allington points out that it is teachers who present the problem that needs to be solved, more than the students do. In other words, it becomes clearer that many of the struggling readers’ problems are caused by teachers, especially when they don’t take action in providing appropriate instruction. In order to help struggling readers, teacher must provide reading material that is to the student’s interest, books they can read and understand to expand their reading time along with reading comprehension (Allington, 2011). Substantial supportive facts with Allington’s fourth principle are found in the article, â€Å"Efficacy of a Reading Intervention for Middle School Students with Learning Disabilities†. Wanzek, Vaughn, Roberts and Fletcher (2011) conducted a one year experimental study which included sixth to eighth grade students with learning disabilities from seven middle schools. In this study, researchers conducted a reading intervention by providing 50 minutes of phonemic decoding instruction to middle school students compared with similar students who did not receive the intervention. No significant differences were found for phonemic decoding fluency and passage comprehension (Wanzek, Vaughn, Roberts, Fletcher, 2011). Since no major effect TAKING KIDS BACK TO THE WORLD OF LITERATURE. 9 was encountered in this experimental study, Allington’s suggestion is correct, teachers should focus more on training struggling readers with reading comprehension by providing time and students’ centered interest reading materials which at the same time it promotes leisure reading (Allington, 2011). Efficacy of Collaborative Strategic Reading Collaborative strategic reading (CSR) is one of the effective solutions found in reading comprehension for struggling readers. Collaborative strategic reading is defined as follows: Collaborative Strategic Reading (CSR) is a set of four strategies. CSR integrates word identification, reciprocal reading, and cooperative learning. CSR teaches students how to monitor their comprehension and also how to use procedures for clarifying understanding when difficulties arise. Students also learn main idea and questioning practices that assist them on text while reading and guiding group responses to text after reading (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011, p. 940). The authors Mohammed, Swanson, Roberts, Vaughn, Klingner, Boardman, SREEA (2010) conducted experimental studies to test the CSR effectiveness for struggling readers. In their article, â€Å"The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1†, they explained the experimental study conducted to diverse students who were identified as struggling readers. After their study analysis and the positive impact made on the intervened students, they concluded CSR is an effective practice that should be used as a reading intervention (Mohammed, Swanson, Roberts, Vaughn, Klingner, Boardman, SREEA, 2010). A year later, another experimental study was conducted by the authors: Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed and Stillman-Spisak (2011), to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students. The title of the article is â€Å"Efficacy of Collaborative Strategic Reading with Middle School Students†. In this study, students were selected from three school districts from seventh and eighth grade. After they were TAKING KIDS BACK TO THE WORLD OF LITERATURE 10 randomly assigned to class, there were 27 comparison classes and 34 treatment classes. Students in the treatment classes received the intervention and students in the comparison classes received typical instruction (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011). Students in the treatment classes outperformed students in the comparison classes on a standardized reading comprehension exam. After the study findings, authors reassure CSR is an achievable and effective practice that can be integrated into reading and language arts instruction to make a positive impact (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011). Even though these two experimental studies about CSR effectiveness were completed in the same states, Texas and Colorado, the researchers had different designs and questions with diversity students. In the first study: â€Å"The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1†, the authors targeted identified struggling students and used CSR as a reading intervention to experiment reading comprehension (Mohammed, Swanson, Roberts, Vaughn, Klingner, Boardman, SREEA, 2010). In the second study: â€Å"Efficacy of Collaborative Strategic Reading With Middle School Students†, the researchers focused on the effectiveness of CSR with adolescent readers when applied by well trained and supported CSR teachers (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011). Reading Time Provided for self-selected books In order to promote leisure reading, one of the many suggestions made by researchers is to provide reading material that will target the adolescents’ interest and give them time during school to read. To test these recommendations and see students’ attitudes towards reading, Rodriguez and Lira (1998) conducted an experimental study at a middle school in South Texas. The study consisted of providing 30-minute periods five times a week for eight months to 41 eighth grade students. The students’ assignment was to read from self-selected books (books which did not have more than five unknown words on any given page), keep a reading log, take home their books and participate in the reading club (Rodriguez Lira, 1998). This experimental design was combined with TAKING KIDS BACK TO THE WORLD OF LITERATURE 11 a descriptive and a group pretest-posttest to determine if there was a significant difference with students’ scores before and after the experiment. Rodriguez and Lira (1998) also made observations on students who participated in this study observing for positive attitudes towards reading. The results point out that most of the students enjoyed the required reading and felt they had improved with their reading skills, specifically their vocabulary and fluency. Even though the study did not reveal significant improvements in reading achievement for the 41 students, however, the study showed greater gains in reading achievement for students with low to average reading abilities than it did with students with better reading abilities (Rodriguez Lira, 1998). In other words, struggling readers improved their reading abilities, and this fact proves a statement mentioned earlier; it may take years of remediation in which the struggling reader will get better than the achieving peers (Torgeson, 2005). Successful Engagement with Text Using the E-reader Making technology part of a motivational reading tool can encourage reluctant students to engage in literature. Johnson, Mckenzie, Miranda Williams-Rossi (2011) conducted an experimental study in a middle school where 199 students were given 1525 minutes to read high interest chapter books and stories on the Amazon Kindle ® reader. This was done to study the attitudes and response to reading using e-books by reluctant students. After making qualitative observations, the authors found reluctant readers demonstrated motivation in reading, engagement and expressed high levels of satisfaction with the e-readers. Researchers were very satisfied with the reluctant attitudes towards reading after this study, that they recommend e-readers to be used in reading improvement classes as another choice for reading material (Johnson, Mckenzie, Miranda Williams-Rossi, 2011). Conclusion The problem is that middle school students in Texas do not practice leisure reading creating a deficit in their reading skills as measured by the National Center for TAKING KIDS BACK TO THE WORLD OF LITERATURE 12 Education Statistics. Texas students showed an upsetting lack of improvement in reading on the Nation’s Report Card. In 2011, the average score of eighth-grade students in Texas was 261. This was lower than the average score of 264 for public school students in the nation (National Center for Education Statistics, 2011). The purpose of this review of literature was to examine reading interventions to promote positive attitudes towards leisure reading. The need is to improve reading skills as reflected reading scores on the Nation’s Report Card. It has been demonstrated that students who practice leisure reading perform better in many subject areas (Hughes-Hassell Pradnya Rodge, 2007). Leisure reading is the key to help students improve the standardized test scores. After examining experimental and nonexperimental studies conducted in and out of the state of Texas, it is alarming to know students in the middle schools choose not to read for numerous reasons. In schools, students are not being motivated to read for pleasure, instead teachers focus more on reading skills to pass standardized tests so teenagers are being forced to read lacking the passion to literature (Beers, 1998). Many reading materials offered to students are out of their interest and most of the time these books are filled with unknown vocabulary words causing the student to struggle by not comprehending the reading (Palumbo Loiacono, 2009). There have been several reading interventions done to help students with vocabulary decoding and reading skills, but researches show the most important of all is reading comprehension; and this can only be obtained when teenagers self-select the reading material (Rodriguez and Lira, 1998). Researches show silent reading is a great way for students to better comprehend text and it helps read at a faster rate, but most of them have not developed this skill (Gilliam, Dykis, Gerla Wright, 2011). When students enter middle school, their reading habits start declining because they start getting involved in after school activities or just hang out with friends. Time must be provided during school hours for them to dedicate leisure time (Allington, 2011). Parents take a big role in influencing their kids in leisure reading by practicing reading themselves and motivating their kids to practice reading at home (Hamston Love, 2005). A research study shows teenagers are fascinated with technology and using electronic devices such as e-readers has made a positive impact on reluctant readers with their attitudes towards reading (Miranda Williams-Rossi, 2011). Both qualitative and TAKING KIDS BACK TO THE WORLD OF LITERATURE 13 quantitative studies demonstrate a connection between success in school and the amount of leisure reading students do (Allington McGill-Franzen, 2003; Krashen, 1993, as cited in Hughes-Hassell Pradnya Rodge, 2007). TAKING KIDS BACK TO THE WORLD OF LITERATURE 14 References Cited Allington, R. L. (2007). Effective teachers, effective instruction. In K. Beers, R, E. Probst, Reif (Eds. ), Adolescent literacy: Turning promise into practice (pp. 273288). Portsmouth, NH: Heinemann. Allington, R. L. (2011). Reading intervention in the middle grades. Voices From The Middle, 19(2), 10-16. Beers, K. (1998) Choosing not to read: Understanding why some middle schoolers just say no. Into Focus: Understanding and Creating Middle School Readers, 1-27. Gilliam, B. K. , Dykes, F. , Gerla, J. K. , Wright, G. L. (2011). Silent reading manifestations of adolescent struggling Readers. Reading Improvement, 48(3), 118-127. Hacker. (2012). In Merriam-Webster. com. Retrieved April 30, 2012, from http://www. merriam-webster. com/dictionary/hacker Hafner, L. , Palmer, B. , Tullos, S. (1986). The differential reading interests of good and poor readers in the ninth grade. Reading Improvement, 23, 39-42. Hughes-Hassell, S. Rodge, P. (2007). The leisure reading habits of urban adolescents. Journal of Adolescent Adult Literacy, 51(1), 22-33. TAKING KIDS BACK TO THE WORLD OF LITERATURE 15 Hamston, J. Love, K. (2005). Voicing resistance: Adolescent boys and the cultural practice of leisure reading. Discourses: studies in the cultural politics of education, 26(2), 183-202. Johnson, K. A., Mckenzie, N. , Miranda, T. , Williams-Rossi, D. (2011). Reluctant readers in middle school: successful engagement with text using the e-reader. International Journal of Applied Science and Technology, 1(6), 81-91. Knulst, W. Kraaykamp, G. (1998) â€Å"Trends in leisure reading: forty years of research on reading in the Netherlands. † Poetics, 26:1 (September), 21-41. Mohammed, S. S. , Swanson, E. , Roberts, G. , Vaughn, S. , Klingner, J. K. , Boardman, A. , Society for Research on Educational Effectiveness. (2010). The effects of collaborative strategic reading instruction on the reading comprehension of middle school students: Year 1. Society For Research On Educational Effectiveness. National Center for Education Statistics. (2011). The nations report card reading 2011 state snapshot report. Texas. Grade 8, Public Schools. National Center For Education Statistics, ERIC. Web. 24 Mar. 2012. TAKING KIDS BACK TO THE WORLD OF LITERATURE 16 Palumbo, A. Loiacono, V. (2009). Understanding the causes of intermediate and middle school comprehension problems. International Journal of Special Education, 24(1), 75-81. Reed, D. (2010). The contribution of retell to the identification of struggling adolescent readers. Request LLC, 1-226. Rodriguez, C., Lira, J. R. (1998). A study of eighth grade students from a south Texas middle school who participated in 30-minute required reading periods of selfselected books. Torgeson, J. K. , Hudson, R. F (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels A. E. Farstrup (Eds. ), What research has to say about fluency instruction (pp. 130-158). Newark, DE: International Reading Association. Torgeson, J. K. (2005). Recent discoveries on remedial interventions for children with dyslexia. In M. Snowling C. Hulme (Eds. ), The Science of reading: A handbook (pp. 521-537). Malden, MA: Blackwe

The Health Needs Assessment

The Health Needs Assessment This assignment is a quasi-report on a health need assessment (HNA) which is being prepared, as part of this module summative assessment, in order to gather information on the basis of designing and implementing a programme, on a limited scale, of health and health care acceptable, accessible and identified in Southwark based on evidence of cost-effectiveness and is beneficial to the needs of this practice area. The aim of the report is to demonstrate a critical understanding of HNA and HNA policy at the community level. The use of local and national data in identifying health met and unmet needs by demonstrating an understanding the handling and interpreting local and national data. Using policies context of increasing exclusive breastfeed and using the right evidenced based intervention by emphasising on the advantages of increasing exclusive breastfeeding to infants up to six months old. The intervention of increasing exclusive breastfeeding is through the introduction of fathers as an initiative will be discussed in depth. In order to succinctly focus the critical analysis of the assignment the Hooper Longworth (1998) five steps theory of HNA will be used. Step 1) Getting started Step 2) Identifying the Health Priorities for the Population Step 3) Assessing the Health Priority Step 4) Planning for Health Step 5) Evaluation As stated above this is a limited assignment therefore not all the steps will be used. Health Needs Assessment (HNA) Definition Health Development Agency (HDA) (2004) define HNA as a way of identifying the health needs and inequalities being experienced by a specific population groups in Southwark and identifying their priorities for professional and service development to improve the health of that target population or individuals to reduce health inequalities. The HNA assist the HVs in identifying the wider determinant of health of the population and appropriate intervention put in place to meet that needs. Needs or who will be benefiting from the intended intervention must be identified and it must be cost-effective. Bradshaw (1994) identified four different needs which is termed the Taxonomy of Needs it is Felt needs what the individuals want, expressed needs what is demanded, normative which consists of both the met and unmet needs, and à ¢Ã¢â€š ¬Ã‚ ¦ In this report the normative needs will underpin the HNA as both the met and unmet needs are going to be identify. Marmot (2003) suggests it is important for people to be in control of their lives and exercise autonomy instead of them being told what they have to do; this is a way of tackling health inequalities (DH 2003). It is Government national priority as resources were allocated to it. HV should make time to find their priorities and preferences and working with their community to achieve their goals. This is a way to achieve health equality and built social capital. Social capital is the way that HV could work with mothers and fathers in improving community relationships and trust which has a direct and positive effect on increasing breastfeeding continuation up to six months. Research indicates that peer education by lay people is sometimes more important than getting information by experts who are coming from a level of power. HMSO (2012) Healthy Lives Healthy People White Paper is an overarching document responding to Marmot Review Fair Society Healthy Live (Marmot 2010) is providing a framework in tackling the wider social determinant of health and health inequalities. It aims to build peoples self-esteem, confidence and resilience right from conception and into older age with stronger support for early years. It is underpin by the White Paper Liberating the NHS (DH 2010) providing the framework in commissioning services that has an impact on the health of the most needy in the community thereby helping in reducing health inequalities. Demography of Southwark Health inequality is defined as providing equal health to all across the different boundaries (reference). Southwark in a central London borough and is ranked 12th as the most deprived London Borough and 41st most deprived in England according to the Index of Multiple Deprivation in 2010 (reference). Pocket of extreme deprivation are concentrated in the centre of the borough. Data from the Charity Shelter UK (2012) reveal that Southwark are among the most vulnerable London Boroughs with 1 in 46 households are at risk of losing their homes. According to the 2010 census (NAO 2012) it has a diverse multicultural, multilingual and multi-ethnic population and 51% of the Southwark population is from the British minority ethnic (BME) group. This is a challenge In Southwark 4.1% compared to 3.1% in London of the households are homelessness and one is four households are overcrowded living in overcrowding homes (Shelter 2005) putting extra pressure and stress on families relations. However, the coalition government has recognised the overburden on the housing stock and in the process of funding new home building across England (). This will not relieve the housing situation in the sort term. children living in poverty 16986 (32.3%) (21.9% England and 29.7% London average) First time entrant to young justice 402 (0.7% or 4.8%) (Eng. 57291; London 8349) 16-18 NEET 330 (4.37%) (4.50% London 6.13% England) homelessness 510 (4.11%) (London 3.14%; England 2.03%) 4136 (90.56%) babies initiated breastfeeding after birth compared with 74.08% in England and 87.06% in London. 3446 (75.69%) breastfeed until six to eight weeks compare with England 47.02%; London 67.32%. Smoking status at time of delivery 202 (4.38) compare with England 13.19%; London 6.02% Under 18 years old conception 679 (61.5%) compare with 38.1% and 40.9% Infant mortality 79 (5.3%) England 4.6% and London 4.5% compared to England, 49 percent of the population is white British descent. The largest minority ethnic groups are Black African and Black Caribbean. Southwark has a young population. Overall the health profile of Southwark population is poor. Deprivation, crime, teenage pregnancy, and children living in poverty rates are higher than England average (Reference). Rationale The rationale is to identify the role of fathers in motivating and promoting their partners to breastfeed their babies as part of public health initiative thereby reducing health inequalities for both mother and infant. Furthermore, it will explore the health benefit of breastfeeding and the potential health risks factors to babies and mothers if exclusive breastfeeding is discontinued after six to eight weeks postpartum. Evidence has shown that exclusive breastfeeding infants until they are six months old greatly reduce childhood obesity and prevent them from acquiring other health problems when they are adults. Reducing smoking and increasing life expectancy are among Southwark health priorities together with the reduction of children obesity (Reference). In order to reduce childhood obesity research has shown that mothers should be highly encouraged to exclusively breastfeed their babies up to six months () and fathers are well-placed to encourage mothers whilst breastfeeding (). This underlines the reason Breastfeeding is among one of the Southwark health priorities as it an important factor in the reduction of child obesity. Such as reducing smoking and increasing life expectancy most importantly is the reduction of child obesity. Research has shown that breastfeeding up to six months is an important intervention to reduce children obesity. The rationale Data In 2010 there were 5131 live births, the highest birth rate in London, out of which 226 were young mothers under the age of 18 years old (National Office of Statistics (NAO) (2011) and Department of Health (2012) Links bf rates and health inequality The breastfeeding initiation rate was 73.9percent in 2012/13 Quarter 2, which is just less than the annual percentage for 2011/12 (74.1percent) and slightly higher than 2010/11 (73.7percent). The prevalence of breastfeeding at six to eight weeks 92% of mothers in Southwark initiate breastfeeding postpartum until 6-8 weeks. 1 in 4 mothers breastfed their babies 6 months, the remainder either revert to mixed feeding or exclusively formulae-feeding. decrease by 66% thereby coming down to a ration of 1 in 4 babies are breastfed by 6 months and over (Bolling et al 2007; NICE 2008). Initiation and duration rates of any breastfeeding rates are lowest among families from lower socio-economic groups, adding inequalities in health and continuing to the perpetration of the cycle of deprivation. BF rates are low in the UK for several generations, and professionals, childbearing women, families and the public at large have all been exposed to formula feeding as the norm. This is one of the reasons that mothers are encouraged by the midwives and HVs to continuously breastfeed their babies until six months and up to two years. It seems that most mothers discontinue breastfeeding their babies after six to eight weeks reverting to formula feeding which is classified as health inequalities. The intervention by fathers is important motivators in supporting mothers to increase breastfeeding rates up to six months thereby prevent health inequalities. The 2012 data in England, London and Southwark on initiation and continuation of mothers breastfeeding from two hours to six to eight weeks postpartum identified a slight increase from 76% in (year) to over 90% in 2013. The discontinuation of breastfeeding after six to eight weeks is as a result of either mothers are returning to work, feeling pain at breastfeeding or lack of family support. Fathers involvement by midwives and Health Visitors (HVs) from antenatal is an important intervention in supporting their partners to breastfed their babies until six months postpartum. The drive placed on mothers by midwives and Health Visitors (HVs) to continuously breastfeed are underpinned by International, National and local policies The determination placed on mothers by the Government and Health Visitors (HVs) to exclusively and continuously breastfeed their babies until six months postpartum is an important and effective measure that can protect their health and that of their babies with specific contributions and motivations from babies biological fathers. Healthy Child Programme (HCP) (2009) recommends that fathers are involved However, the HCP has conflicting information from the UK government which flexibly recommends formula or mixed feeding could be introduced after four months (17 weeks) however with the caveat it should be delayed until six months. This is giving conflicting information to both the mothers and Health Visitors (HVs) who tends to follow the UNICEF BFI UK guidelines. Risk Factors Ip and colleagues (2010) conducted a systematic review of the evidence on the effects of breastfeeding on short- and long-tem infant and maternal health and suggested that breastfeeding reduces the risk of diarrhoea and chest infection; atopic dermatitis and asthma; obesity and type I and type II diabetes (Sherburns-Hawkins et al. 2008); childhood leukemia; sudden infant death syndrome (SIDS) and necrotising enterocolitis. According to Breastfeeding also confers benefits on the mother by regulating fertility (WHO 2010) Employment, housing and income are primary determinants of health and health inequalities4. They affect individuals, families and society both directly or indirectly through wider social and economic factors, e.g. child poverty, educational attainment of children, social isolation, etc. London is arguably disproportionately affected by employment, housing and income as determinants of health due to demographics, higher living costs and the nature of its housing and employment markets Reference Lists Custworth L. Bradshaw J. (2007) A comparison of policies to enhance child well-being. Special Policy Research Unit, University of York. Hooper, J. and Longworth, P. (1998) Health Needs Assessment in Primary Health Care. Huddersfield: Calderdale and Kirklees Health Authority. Downloaded on the 23rd November 2012 www.geocities.com/HotSprings/4202/ hnawrk.html Shelter UK (2005) Full house? How overcrowded housing affects families. Downloaded on the 24th December 2012 http://england.shelter.org.uk/__data/assets/pdf_file/0016/66400/Full_house_reportL.pdf Stevens A. Gilliam S. (1998) Needs assessment from theory to practice. British Medical Journal 316, 440-444. Tate A., Lloyd T., Sankey S., Carlyon T., Marshall G., Jefferys P., Williamson K and Chung S. (2012) The housing report 2012: The coalition midterm review. Shelter, London. DH (2007) Implementation plans for reducing health inequalities in infant mortality: a good practice. The Stationery Office, London. DH (2003) Infant feeding recommendation. The Stationery Office, London. www.chimat.org.uk. www.ic.nhs.uk/pubs/ifs2005 www.london.nhs.uk/publications/tools-and-resources/pct-perfromance-quick-guides

Monopolies Essay -- Monopoly Business Marketing Essays

Monopolies What is a monopoly? According to Webster's dictionary, a monopoly is "the exclusive control of a commodity or service in a given market.† Such power in the hands of a few is harmful to the public and individuals because it minimizes, if not eliminates normal competition in a given market and creates undesirable price controls. This, in turn, undermines individual enterprise and causes markets to crumble. In this paper, we will present several aspects of monopolies, including unfair competition, price control, and horizontal, vertical, and conglomerate mergers. Unfair Competition Barriers to Entry. In general, a monopoly by one company possesses the power to create barriers to entry for competing companies in a particular market. Also, once a company has achieved a loyal following, it then becomes easy for that company to maintain control of the market. Thus, leading to elimination of potential competition. Increasing Returns. In some markets, the profits for high volumes of goods are extremely exaggerated. For example, in the manufacturing industry, each product requires a certain material and labor cost to produce it. Large companies are often able to under-cut competitors’ prices, drive them out of the market, and then raise prices again.1 Consequently, this increased volume increases profit, allowing such companies an even greater power. Incomplete Information. Often, once a company gains control of a particular market, that company does not disclose complete information in regard to their products. Such is the case in the current Microsoft antitrust case. Microsoft not only does not disclose complete information on their software products, but also goes one step further by making their software products incompatible with other operating systems. As a result, the consumer has no choice but to buy Microsoft software products exclusively. Once a company has successfully dominated a business market, they can use that control to move into other markets by:  · Squeezing out competitors  · Dominating sales of the product  · Controlling prices of the product  · Acquiring additional companies, inside and outside, of the field Enforcement. The Antitrust Division of the Department of Justice is responsible for protecting the competitive process through enforcement of antitrust laws. The Division has challenged bar... ...titive effects. Third, the Agency assesses whether entry would be timely, likely and sufficient either to deter or to counteract the competitive effects of concern. Fourth, the Agency assesses any efficiency gains that reasonably cannot be achieved by the parties through other means. Finally the Agency assesses whether, but for the merger, either party to the transaction would be likely to fail, causing its assets to exit the market. The process of assessing market concentration, potential adverse competitive effects, entry, efficiency and failure is a tool that allows the Agency to answer the ultimate inquiry in merger analysis: whether the merger is likely to create or enhance market power or to facilitate its exercise. Conclusion No one company or individual should have exclusive control of a commodity or service in a given market. Prosperity in the high-technology economy of the 21st Century will depend on strict enforcement against monopolies that lessen competition along with continued encouragement of innovation. The Department of Justice must continue to open markets and ensure that they are competitive for the benefit of American businesses and consumers. Monopolies Essay -- Monopoly Business Marketing Essays Monopolies What is a monopoly? According to Webster's dictionary, a monopoly is "the exclusive control of a commodity or service in a given market.† Such power in the hands of a few is harmful to the public and individuals because it minimizes, if not eliminates normal competition in a given market and creates undesirable price controls. This, in turn, undermines individual enterprise and causes markets to crumble. In this paper, we will present several aspects of monopolies, including unfair competition, price control, and horizontal, vertical, and conglomerate mergers. Unfair Competition Barriers to Entry. In general, a monopoly by one company possesses the power to create barriers to entry for competing companies in a particular market. Also, once a company has achieved a loyal following, it then becomes easy for that company to maintain control of the market. Thus, leading to elimination of potential competition. Increasing Returns. In some markets, the profits for high volumes of goods are extremely exaggerated. For example, in the manufacturing industry, each product requires a certain material and labor cost to produce it. Large companies are often able to under-cut competitors’ prices, drive them out of the market, and then raise prices again.1 Consequently, this increased volume increases profit, allowing such companies an even greater power. Incomplete Information. Often, once a company gains control of a particular market, that company does not disclose complete information in regard to their products. Such is the case in the current Microsoft antitrust case. Microsoft not only does not disclose complete information on their software products, but also goes one step further by making their software products incompatible with other operating systems. As a result, the consumer has no choice but to buy Microsoft software products exclusively. Once a company has successfully dominated a business market, they can use that control to move into other markets by:  · Squeezing out competitors  · Dominating sales of the product  · Controlling prices of the product  · Acquiring additional companies, inside and outside, of the field Enforcement. The Antitrust Division of the Department of Justice is responsible for protecting the competitive process through enforcement of antitrust laws. The Division has challenged bar... ...titive effects. Third, the Agency assesses whether entry would be timely, likely and sufficient either to deter or to counteract the competitive effects of concern. Fourth, the Agency assesses any efficiency gains that reasonably cannot be achieved by the parties through other means. Finally the Agency assesses whether, but for the merger, either party to the transaction would be likely to fail, causing its assets to exit the market. The process of assessing market concentration, potential adverse competitive effects, entry, efficiency and failure is a tool that allows the Agency to answer the ultimate inquiry in merger analysis: whether the merger is likely to create or enhance market power or to facilitate its exercise. Conclusion No one company or individual should have exclusive control of a commodity or service in a given market. Prosperity in the high-technology economy of the 21st Century will depend on strict enforcement against monopolies that lessen competition along with continued encouragement of innovation. The Department of Justice must continue to open markets and ensure that they are competitive for the benefit of American businesses and consumers.

Essay --

Non-Small Cell Lung Cancer: A Review of the effects of Chinese Herbal medicine in NSCLC treatment By: Jay Shah December 11, 2013 Pharmacology 5600 Herbal medicine, like any alternative forms of medicine and therapy has its share of critics, but like most herbal medicine, it has been developed and practiced for millennia. The first known record of Chinese herbal medicine was found in the â€Å"Wushier Bingfang† (prescriptions for fifty-two ailments) silk manuscript from the Han Dynasty around 206 BCE (Zhang et al, 2012). It contains two hundred and fifty herbal cures to issues such as hemorrhoids, arthritis, inflammation, seizures, warts and many others (Zhang et al, 2012). Historical records of Chinese herbs include over a hundred thousand medicinal recipes to thousands of issues, mostly consisting of plant extracts (Chen et al, 1999). The understanding behind Chinese herbs is an elemental approach that looks as humans as a component of nature and hence can be cured of ailments through natural elements (Chen et al, 1999). Image 1 depicts various Chinese herbs including, ginseng, Astragalus, lilyturf and others. With the development of allopathic medicine from the western world, herbal medicine from around the world has been castigated out of the mind for the majority of the world due to its lack of proper scientific evidence. Recently however, herbal medicine, especially Chinese and Indian has seen somewhat of a resurgence on the global scale in terms of credibility thanks to new research and data from around the world. The National Institute of Health recognizes Traditional Chinese Medicine (TCM) as a viable source of alternative treatment for various ailments and says that over a million people as of 2004 regu... ..., Zhang L, et al. (2011) Effect s of chemotherapy combined with Chinese herbal medicine Kangliu Zengxiao decoction on tumor markers of patient s with advanced non-small cell lung cancer: a randomized, controlled trial. J Chin Integr Med 9: 525–530. 11. Li G, Shu-Ping B, Ling Z, Xiao-Hong W (2009). Astragalus polysaccharide injection integrated with vinorelbine and cisplatin for patients with advanced non-small cell lung cancer: effects on quality of life and survival. Journal of Medical Oncology s12032-011-0068-9. 12. Liu QY, Yao YM, Zhang SW, et al. Astragalus polysaccharides regulate T cell-mediated immunity via CD11c (high) CD45RB (low) DCs in vitro. J Ethnopharmacol. 2011; 136(3):457–64. 13. Clement-Kruzel S, Hwang SA, Kruzel MC, et al. Immune modulation of macrophage pro-inflammatory response by goldenseal and Astragalus extracts. J Med Food. 2008; 11(3):493–8.

Cache Level 3 Childcare- Unit 2 Assignment

Unit 2 Assignment A child develops through its whole life. They can develop; physically, linguistically, intellectually, socially and behaviourally. â€Å"Physical development is the way in which the body increases in skill and becomes more complex in its performance† [Meggitt, 2000, Page 2]. Twenty five days after conception; the body of the chid has developed immensely from the small fertilised egg. Up to birth the foetus mainly develops physically however once the child is born the child then begins the long process of development. Not only do the gross motor skills and the fine motor skills develop on the baby, but the sensory development also widens on the child. Birth to 12 months Motor control develops from the head, moves down through the arms and the trunk and then to the legs and feet, according to an item on early development on the online magazine Parenting. Initial movements are reflexive in nature, such as turning the head to the side when the cheek is stroked, which aids in feeding. As the initial survival reflexes fade, motor skills are related to the growing ability to observe and interact with the environment. At 3 months of age, the infant progresses to lifting the head and chest up when lying in its belly and may press up with its arms. A 3-month-old kicks its legs when lying on the belly or back, and bats at and briefly grasps toys. The World Health Organisation 1996 indicates that between 3 and 4 months, he begins rolling with belly to back first, and back to belly closer to 6 months. The following average ages of motor milestone achievement come from a 1996 study by the World Health Organisation. The average age at which infants sat without support was 6 months. The average age for standing with support was 7. 6 months. Infants in the study crawled on hands and knees at 8. 5 months. Walking with assistance occurred at 9 months. The average age of an infant who achieved standing alone was 11 months. In regards to communication a newborn infant will cry to indicate need. They will make brief eye-contact and can often respond to high-pitch tones by moving their limbs. A month after birth the baby changes from crying to cooing and gurgling to express need. They will cry in more expressive ways to experiment and learn how to make different noises. This is the basis in which the child will learn to speak and communicate more effectively. By the age of 3 months the child can change their tone and intensity to express a more important need such as feeding or pain. They can also become more conversational in which this is the point where the child will learn turn-taking and from this will be able to communicate at an older age with their parents or carers more effectively. When the child is 6 months old they can understand simple words such as ‘bye-bye’. They can also make gestures to support speech such as raising their arms to be picked up. At this age they begin to progress to babbling using monosyllables and later combining these to begin forming their first words. By their first birthday the child will be able to understand the command ‘no’ and will soon imitate noises made by the environment around them and in particular the noises made by their careers. The child will also be able to point to support their language such as ‘mummy’ whilst pointing to their mum. They will also be able to say 2-6 simple words by combining their monosyllables. The child will also experiment with babbling to make up new words with no meaning. 2 months-23 months A child can walk unsupported across a room with stopping or changing direction between 13 and 15 months. Around 18 months, kicking and throwing balls, running, climbing stairs with assistance, and propelling scoot toys join the toddler's set of mobility and play skills. Between the ages of 12-23 months the child will be able to name simple parts of their body such as head and hands, they will also be able to identify pictures such as dog, cat and car. At eighteen months the child’s vocabulary will extend to around 40 words and will be able to understand around 80 words. Their speech extends to the holophrastic stage and often this is supported by gestures. They will also be able to recognise their own name and will be most likely be able to pronounce it. 24 months-35 months Between the ages of 2 and 3, balance improves and the toddler walks with a smoother gait. During this period she learns to stand briefly on one foot, walk backwards, and walk on tiptoes. A child jumps in place around 24 months and progresses to jumping over a small obstacle by 36 months. At 24 months she climbs a small ladder and goes down a small slide, then manoeuvres on a variety of playground equipment around 35 months. Between 30 and 34 months, toddlers begin to walk up stairs alternating feet without a hand held or use of a railing. Other play skills expected within a few months of the third birthday are catching a playground ball that has been tossed to the child and pedalling a tricycle. At the age of 2 their language develops to the telegraphic stage meaning their speech is similar to telegrams, approximately two or three words which express a need or command. At 2 the child will often ask many questions to extend their vocabulary further, such as ‘what’s that? ’ They will share songs and rhymes however will be unsure of some words. This changes at the age of 30 months when the child will be able to say some nursery rhymes with little support and will begin to speak to themselves (monologues) through play. Between three to seven years a child changes physically in many ways. The child becomes physically more independent and therefore allows the gift of exploration to enhance learning. 3 years Towards the end of the Childs third year they can build towers with 9 or more bricks, walk backwards and jump the steps. Also the child will gain a good spatial awareness meaning they can move around objects efficiently. The child can also copy letters such as ‘v’, ‘h’, and ‘t’ due to the use of only straight lines. This shows the child is not yet gained accurate pencil control to attain curved letters. At the age of three a child, if another language is spoken around them will be able to become bilingual and this becomes apparent by saying hello or other simple words in another language. They can begin simple conversations however often missing out conjunctions and articles (the, and, a). They finally can use personal pronouns and plurals correctly meaning that further vocabulary has been drastically expanded. years Children of this age often take challenges to enjoy the sense of risk. [Hughes] (See appendix I) Risk enhances play and also encourages children to venture out from their normal behaviour. Risks taken often include climbing trees, making sharp turns on a tricycle and tiptoe; which are all achievable by the age of four years. When addressing fine mot or skills, the child can thread small beads on to a thick lace, can hold a pencil in correct fashion and can copy the letters, ‘x’, ’v’, ’h’, ’t’ and ‘o’. A four year old child is also capable of naming four primary colours with ease. The language development of a four year old is when many confusions are apparent. A four year old child will be confused with fact and fiction and from this will begin to ask more questions to develop a better understanding. They will be able to relay a story in which they have recently read or experienced with stating the key points however will miss out certain points of necessary information. 5 years A child of 5 years often includes rhythm in their movement whether it is dancing or running. They have good balance and many children when they reach the age of 5 can ride a bike unsupported. They also have good co-ordination enabling more ‘exciting’ and ‘interesting’ play due to the ability to change play environments; for example outdoors, or specific games such as football. The child can also have effective pencil control allowing the opportunity to explore different letters involving curves such as ‘u’, ‘c’, ‘a’ and ‘y’. They can also use a knife and fork meaning a greater sense of independence will be achieved. [Montessori] (See appendix II) A child of five years of age will love telling jokes and riddles and will often gain an interest in reading and writing. They will be able to recognise their name when written down and will attempt to write it with support. They can differentiate past, present and future and will be able to change words to the correct form for the context. 6 years Steward,J: http://www. stokespeaksout. org/grownups/Developing%20Pencil%20Grasp%20. Developing Pencil Grasp-2008 A child of 6 years is gaining strength and agility in their physical movements. Many children have better co-ordination and find that they participate more in activities such as hopping, skipping and throwing/catching balls accurately. In regards to fine motor skills children can build a straight tower of cubes, can hold a pen with a dynamic tripod grasp (see left) and can write letters of a similar size such as ‘a’ and ‘o’. A child of six years will begin to speak more fluently and this is where the turn-taking takes its force. Many children of this age will be able to pronounce many of the phonetic sounds of their language and will be able to recognise these in many spoken words. This basic knowledge of phonetics is what is the scaffolding for furthering their vocabulary and learning new words. 7 years At this age children can climb and play on apparatus with a precise skill using their outstretched arms for balance. They can control their speed when moving (running) and can swerve to avoid accidents. Their increased stamina at the age of seven allows a child to participate in more activities such as swimming or skating. Their fine motor skills are improving drastically with their written form in proportion and accurate. Letters are differentiated now and are in the correct shape. Threading is more efficient with a seven year old being able to sew using a large needle and thread. At seven a child will be able to express themselves not only in speech but in non-verbal communication also. The development of their fine motor skills and their ability of writing letters correctly often allows the child to use the written form to express themselves. Jean Piaget’s theory on language acquisition gives a clear idea on the linguistical development of the child. Piaget states that there are four stages in which a child develops their language. These are; Sensory-motor period, Pre-operational period, Egocentrism, and the Operational period. The sensory-motor period (Birth-2 years) states that children are born with basic schemas (sequence of cognitive actions) such as sucking. In this stage children’s language becomes egocentric meaning that they talk to themselves like monologues. The Pre-operational period happens between the ages of 2 and 7. Their schemas allow them to learn new words quickly and they begin to make telegraphic sentences such as â€Å"Ben has milk†. During this stage children will often talk about things in the future or will be able to discuss their feelings, this showing symbolic language. Egocentrism begins towards the final year of the pre-operational stage. Egocentrism is common among many children to develop their play further. Animism is also common at the same stage as egocentrism where a child considers everything to be alive, this can include inanimate objects. Finally the operational period begins at the age of 7 and continues right through to adulthood. This stage is divided into two separate sections Chomsky’s nature theory of language development in children shows that children are born with an ability to understand language structures. Chomsky believes that children initially possess, then develop without being affected by where they live. This is called ‘Universal Grammar’ and is inbuilt in all human language systems. This then moves on to the critical period which means that children reach a stage in which their language is high in alertness. At this point (4-5 years) children should be frequently exposed to language and if this does not happen the child’s language does not develop and the child doesn’t have a high amount of language. After the critical period has been reached it is near impossible for the child to develop their language. There are many different types of observation types you can do when observing children. Three types I have used in my observations are: Written/Narrative: This is the most common type of observation technique. It is used to record a naturally occurring event (free description) or a structured recording, where a certain task is set, appropriate to the ability of the child. It provides a description of an event unfolding in front of you, written in past tense so that it is easy for anyone to understand what is happening. Advantages: You are using a skill which you practice every day and that is familiar to other people * Little equipment is required (timer, paper and a pen) * Little preparation needed and no formal planning is essential * The observation can be carried out at almost anytime Disadvantages: * You may not be able to explain all the events which are happening very quickly * Sometimes can prove difficult to write down all information * Observers with little experience may f ind themselves recording something irrelevant to the observation * May be repetitious and boring May produce a lot of information Checklists: A form is used in this observation to help the observer look for particular skills that a child has. This method is often used as part of an assessment of a child’s stage of development. It is useful to find out what stage a child is at. Particularly useful in regards to physical development. Advantages: * A quick way of presenting a great deal of information * Results are obvious and understandable * Can be repeated to access development Can be used by parents for the nursery’s benefit. Disadvantages: * Does not explain how competent a child is at that task only explains that they can do it * Does not give a clear picture Mapping: This type of observation is a short hand way of showing information about an individual or sometimes a group of children. A mapping chart can sometimes be used to see how a child uses equipment in the setting by drawing a plan of the space being used for the observation and drawing lines to show where the child has been. Advantages: * Helpful in planning the use of equipment * Easy to show information * Can highlight likes and dislikes of certain equipment Disadvantages: * Limited use * It only shows their preferences are rarely shows developmental progress Maintaining confidentiality is essential. It is important that you ask permission to observe the child and ask if you are allowed to use the information. If a parent/carer does not wish for the child to be observed it is important that this is followed. When completing the observation it is important that the child is unaware they are being observed this is because it will single out the child from the others and this may be stressful for the child. It is important that once the observation has been completed the observation is kept in the child’s folder in a locked cupboard so no other persons can view it. If for reasons including other professionals needing to view the observation it is important that the child’s name is not present on the form and that the parent is contacted before the information is shared. When doing an observation it is professional if the child’s name is not present and in fact the use of ‘Child A’ for example, to be used instead. It is essential that no child’s personal information is shown on the form such as date of birth and in fact a rough age is more appropriate such as 2 years 2 months. This is so the child’s personal information is kept confidential between their key worker and the child/parent. The Data Protection Act 1998 ensures that all personal information is kept hidden and locked away in a storage area where only the specific people can access the information. The only information held should be relevant to the aim of the observation and no information should be collected for personal use of the setting. Information should only be shared once consent has been given and this is for individual persons only. So for example another professional who will be supporting a particular child (physiotherapist, speech and language therapist, etc). In regards to confidentiality of observations parents are entitled to see the observation and under no circumstances should this entitlement be declined. Personal views on a child should not be taken into consideration and no part knowledge of the child should be present in the observation, such as the child has improved since the last observation, as the observation should be objective. At my setting the policy about observations is when observations are carried out the practitioner is to As the child in my observations is 2 years of age, she is at the stage of physical development where she can stand on one foot, walk backwards or on tiptoes, jumping over an obstacle, cycle and climb. These skills are all shown in my observation mapping (observation 2) as the child goes through a cycle of; running, walking, running, cycling, skipping, climbing, sitting, climbing, running, jumping and finally running again. This shows that the child is very confident about being physical in an outdoor environment. In the observation it is clear that the child takes her time getting on to the cycle or changing their skills. For example; 1:09 the child has finished on the cycle however she takes until 1:13 to skip to the next apparatus. This may be because she may have mastered the skills needed, but she could be possibly uncertain of moving swiftly from one skill to the next. The child is showing the cycling skills of a four year old as it is a milestone of a four year old child to make sharp turns on a tricycle. The child in my observations completed two sharp turns, possibly not intentionally, and therefore this leaves the child capable of a four year olds physical skills. However, in my third observation the child cannot walk on tiptoe. This is a key milestone of a two year old and this shows that the child is not fully ble to complete all the milestones. Another milestone she couldn’t achieve was hopping on one foot. Both these skills require good balance which is something this child has still not achieved. Although the child is physically capable of normal day-to-day activities the child will fall behind physically if her balance does not develop. Observations are useful in regards to planning. For exa mple mapping observations show a clear picture on their preferences in the setting. It shows what activities when go to and how long the child is there for. Observations are only useful when used and evaluated on in time. This therefore allows the practitioner to plan a child’s activities to their preferences. Observations also highlight in which stage the child’s development is it and therefore shows the practitioner at what stages they should be planning for and providing the appropriate activities. Observations also highlight any learning difficulties that child may have which will highlight if any extra support is needed which therefore can be referred to the appropriate professional. It will also highlight any problems the settings have in providing for the child for example if the child plays with no toys then it is clear that their maybe no activities the child may be interested in and therefore daily observations should be done to see if there are any activities which the child enjoys and in time the practitioners will be able to plan effectively. Finally observations can show the way a child learns so therefore it can help practitioners plan on how many children and adults should be involved in an activity which will develop one individual child’s development. It is clear from the observations that the child is very physically capable however the planning around improving the child’s balance is vital. Without balance the child will struggle with not only complex physical movements but simple walking would prove difficult and would highly likely result in the child falling over. So it is important that the planning highlights the problem of balance and provides activities around that. An individual plan for this child would be to complete an obstacle course so many times a week, slowly using less support to improve the balance. Providing challenging equipment for this child would allow the child to feel, when ready, to use the apparatus this therefore developing balance. In my second observation it is clear that the child likes to use a high percentage of the playground. However it is clear to see that the child does not use the sandpit or the far right side of the playground. This could be taken into consideration when planning to ensure that sand is not used to encourage development of the child because the child does not take an interest in the sandpit. Also by completing the observations the setting can discuss with the parents the child’s preferences at the setting and find out how to implement popular objects into developing skills. Observing children can have implications on the practitioners work. It is important the practitioner is fully trained and understands how to plan, complete and evaluate observations. It is important that the right type of observation is used in the right context with a suitable amount of knowledge about confidentiality to observe. Whilst a practitioner is observing it is likely that they will be thinking about the reliability of their observation. It is easy to miss important information when observing when you have other children as possible distractions, or other issues such as fire alarms. This then questions the reliability of the observation, how much essential information is apparent in the observation? Am I observing the child correctly? Observations are forever changing with practitioners being forever told of new ways to observe, what can’t be included in observations and the initiatives and legislation behind observations. What is the appropriate observation technique for children. The problem I believe is that children need to be observed in different types of styles. For example, if I was working with a child who had only very basic skills I would use a checklist observation to ensure they can complete the basics however if a child is known to be more complex than a narrative type of observation is more effective as small skills can be highlighted to support their skills. On the other hand, do observations really support children’s learning? It, as all practitioners know, is important to observe children to highlight issues with children’s development but the issue becomes a serious problem when practitioners begin to use observations to plan a child’s day at setting. One observation, if aiming to gain a complete knowledge about a child, is simply not enough. A child will act differently throughout a day at setting due to emotions, different practitioners working, different activities and being tired, so is it really appropriate to take judgements from one observation every couple of days. In theory, effective observations should be taken 3-4 times daily, ensuring that the child has been observed in key points in the day. This therefore gives practitioners a clear idea about the child and their behaviour. But this is simply not feasible in many settings due to lack of time and staff training. Also, although practitioners should not put their own knowledge into observations it is common for practitioners to make judgements about children. One disadvantage of accessing children through observations is that you are only getting information about the child for that selected amount of time. As stated earlier a child’s behaviour will change continuously throughout a day at setting, what i believe would be more effective would be to record a child’s behaviour throughout the whole day and then after a certain amount of time, e. g. a week, another recording is taken. This information can then be compared giving more information about the child. At my setting, it is clear that they are using both current and older theories in their work with children. The two theories I highlighted earlier are specifically used in the foundation stage whilst considering the critical period of 4-5 year olds, it is clear that the practitioners focus on language in the early years units of primary schools. I believe that Chomsky’s theory of critical period is very important in practice and often by the time the children reach the year 1 stage they are very fluent in both written and spoken language. Bibliography Meggitt, C. and Sunderland, G. (2000) Child development: an illustrated guide. Heinemann Educational. Hobart,C (1999) A practical guide to Child Observation and Assessment. nd Edition. Nelson Thornes ltd Harding, J. and Meldon-Smith, L. (2000) How to make observations and assessments. 2nd edn. London: Hodder and Stoughton. Baldwin, M (2003) The Data Protection Act 1998- The summary http://www. dpa. lancs. ac. uk/summary. htm, Lancaster University http://www. little-learners-childcare. co. uk/PlayworkTheories. aspx: Playwork Theories, L ine 6:26 http://www. dailymontessori. com/montessori-theory/: Montessori Theory, Line 9:15 Piaget, J(2001) The language and thought of the child. Routledge LTD Bailey, D (2000) Critical thinking about Critical periods. Brookes Publishing Co

Blozis Company Essay

New computer based information system will be taking into consideration for improving procurement efficiency, but only after process improvement has achieved to the desired level. But there are some competitive advantages that Blozis has in order to make the necessary changes to improve its operations in general:1) Blozis’ sales are 16 million mainly of units designed to customer specifications. 2) The Company produces its own products to be sold off-the-shelf. Part 6: Alternatives An alternative to the Company is to hire a consulting firm in order to make a diagnosis of the Supply Chain as a whole with the purpose of reorganizing the supply chain activities as well as the human resources that it seems is completely out of control. If this study is conducted will be eliminating some of the practices such as the president likes to operate â€Å"informally† which is seen as a normal practice to the employees. Also, certain suppliers issue products to Blozis without a receipt of a PO. This business practice is a result of â€Å"good faith† but results in mismanagement of product creating loses to the company and poor customer service. Part 7: Recommendations In order to set up the proper procedures in the Supply Chain, Blozis will need to take the first step on investing in an ERP/EDI and encourage its suppliers to do the same in order to correct the malfunction when placing and receiving orders. The main purpose is to improve the whole Supply Chain processes as well as Human Resources and Account Payable. New computer system – System unable to support new changes, then try to modify the original design. 3. Unable to implement new procedures – continue the talks with key department teams and management teams in order to reach new agreements. 4. Unable to test the system – continue working with the different areas in order to gather all the information and resources necessary. Part 10: Conclusion and Management Plan In conclusion, Blozis is facing a challenging situation due to lack of procedures leading to a complete disorganization among departments. The situation is not different from other organizations but others have been able to find the solution by establishing clear procedures and investing in new technologies. Blozis makes $16 million on sales, amount large enough to develop a 5-Yr plan to incorporate new software to its systems. The results should be a more efficient Supply Chain that it will allow the Company to achieve its targets, improve internal and external customer service, and generate savings throughout the organization.

Mills Defense Of Free Speech - Free Essay Example

Sample details Pages: 6 Words: 1720 Downloads: 6 Date added: 2019/05/08 Category Law Essay Level High school Tags: Freedom of Speech Essay Did you like this example? Mill has many words of wisdom throughout this textbook, many of his thoughts I agree upon. One, in particular, is his focus on freedom of speech. He is very inspiring and has many thoughts throughout his piece that exclaims the positives of freedom of speech, which an individual in society will genuinely desire upon. According to J.S. Mill, we see that freedom means: the freedom of thought, religion, speech, the freedom of tastes, and the freedom to plan the life in own way, and the freedom of assembly. Thus, Mills ideal is possible freedom of every person for the whole society prosperity. Mill even stated that the state should take care of their own people and dont try to increase values for citizens with the purpose of making them obedient instruments of own projects implementation. Mill defends the right of individuals to live as he pleases, as long as they are not in harms way. According to Mill, we see that each of us is self-sufficient concerning own health, as bodily, mental and spiritual. Social growth is the result of all the various individual initiatives. Everyones freedom finds its limits in the freedom of another. An individual shall not infringe upon the interests of others or a particular group interests, which by law or acquiescence should read as legal. He was forced to accept th eir responsibilities and the necessary sacrifices for the protection of society and its members from any sabotage and unrest. Freedom in Mills mind is the public good. A free person is more productive than a not free person and has a better chance of happiness and this is advocated by Mill. Now we have a reason to suspect that the freedom is the condition for the further evolution of the individual and, more importantly, the collectivity development. Survival of the human species depends on how a human can think, and on his ability to modify the form of collective existence. Don’t waste time! Our writers will create an original "Mills Defense Of Free Speech" essay for you Create order Mill states If all mankind minus one were of the contrary opinion and only one person than he, if he had the power would be justified in silencing mankind. (Cahn, Steven M. Political Philosophy: the Essential Texts. Oxford University Press, 2015, Page 755.) Mill is expressing that yes, people can certainly be wrong, and indeed not everyone will agree with others opinions; however, everyones voice shall be heard. It cannot be overemphasized the importance and necessity of freedom in life. It is our right to exercise our freedom. The freedom of speech in consideration here most especially is needful, useful and should be initialized or underutilized by individuals in recent times. This is one of the bases of civilization. Thinking about the liberty of thought and discussion on the governmental level we see that Mill exercises this thought. Mill does not get tired of stressing the importance for man and society as a whole in the maximum diversity of characters and full freedom of human nature in a myriad of contrasting directions. Freedom does not only protect from the tyranny of power, but it also ensures against such kind of tyranny as the tyranny of prevailing opinion and feeling of general social trends, ideas, and habits. It seems that the freedom limits the penetration of legitimate collective wisdom of individual independence. Mill considered that in a society the law and public opinion should compel people to perform specific behavioral rules. In this case, the most critical question is about the true essence of these rules. Mill states in his testament We can never be sure that the opinion we are endeavoring to stifle is a false opinion; and if it would be an evil still. (Cahn, Steven M. Political Philosophy: the Essential Texts. Oxford University Press, 2015, Page 755.) The opinions we bear always make us who we are. When we see the government as a bad one, it makes us a people who are led by a bad government. An opinion held by a majority or by people in power or even an individual could be erroneous. The other group might hold the very same opinion held by a group of people as correct and correct as a completely false statement and completely incorrect. The presence of change cannot be overemphasized and does not change as a different generation passes by. It is a faithful saying that a new generation comes, there comes a new way of life, way of thinking and many other improvements or non-improvements in processes. There have been many reformations and changes in the system of governance of any country of the world for that matter, and that begins with the freedom of speech coming from the communities around the world, which is what Mill is trying to prove- Freedom of Speech can genuinely make a difference as well as make a society more diverse. Any government should be open-minded to societys opinions, as well as their religious views because it can up bring a community. Nevertheless, I still want to stipulate that there still holds some general view on the essential things expected of a government to offer its citizens and this is the freedom of speech. Our points approved is an excellent feature and character worthy of emulation which establishes our opinion as a statement of truth. I will not but also comment on this point as it evokes the feeling and awareness to each of us and most especially the government to allow considerable room for criticism and evaluation of the views and beliefs held. Mill holds the view that our views and opinions, although they are value statements, should have enough safe grounds of defense to it. We should always weigh our statements, opinions, and views in order that they should be worthy enough for anyone to rely on. The holding of opinion is not just enough but being able to defend it to some degree is the importance of this opinion thereof. Mill statement is No argument, we may suppose can now be needed against remitting a legislature or an executive, not identified in interest with the people, no prescribe opinions to them and determine what doctrines or what arguments they shall be allowed to hear. (Cahn, Steven M. Political Philosophy: the Essential Texts. Oxford University Press, 2015 Page 755.) The freedom of expressing ones belief is good, but more especially there should also be concomitant knowledge of the opposing belief in order to express the basis of this belief rationally. The greatness you have as a propagator of a particular belief lies in your knowledge of an opposing beliefs facts and knowing and expressing a rational assertion of superiority over the opposing belief. It is political as well as rationally worthy to discuss opinions for the complete exposure of its foundational basis and meaning. Analyzing Mills position we see that Mill opposed to individual self-restraint, to the restriction of individuals freedom from the societys side, and also he opposed to restrictions on freedom of the individual and society from the states side. It is evident that Mill was well aware that the joint lives of individuals cannot exist without any restrictions of freedom. Mill said that the freedom of one ends where the freedom of another begins. Mill insists that the freedom is the norm, and its limitations are rationally justifiable exceptions or pathology. An individual is entitled to any vices and follies if it will not cause harm to anyone except himself. Moreover, the scope of conduct, harmless to others, in Mills explanations is much extended. If the individuals behavior provokes a moral outrage and aesthetic revulsion at the neighbors, then shrugs Mill, let them leave their feelings with themselves: the freedom of public interest and public good is more important than their feelin gs. In the society where other men and women are leading the lives of men and women, there should be the presence of quality and capability in these leaders. According to Mills second claim Let us now pass to the second division of the argument, and diminishing the supposition that any of them to be and examine into the worth of the manner in which they are likely to help when their truth is not freely and openly canvassed. (Cahn, Steven M. Political Philosophy: the Essential Texts. Oxford University Press, 2015, Page 764) It is, of course, worthy and respectable the fact that leaders act, make decisions, enact laws and even enforce punishments on those they believe defaulted the law, there should also be a justifiable explanation for their actions and steps. Adequacy and competency in leadership and politics therefore not only includes actions which of course should be appropriate ones but also should include their ability to communicate their decisions, intention and even their actions to those they lead. Over more, Mill would appreciate todays society, due to the excessive amount of freedom of speech society has thanks to social media and technology. Mill was very set on freedom of speech, and due to todays technology that is very much possible, especially communicating with our very own president, as well as government officials and so many more important figures. We also communicate amongst each other and share our traditions and beliefs through social media, and Mill will very much appreciate todays society, especially how far we have come as a country, and expressing our thoughts and expressions amongst each other. J.S. Mills defense of Free Speech was a great deal of interest, education, and increment of knowledge to me. Thus, Mills ideal is possible freedom of every person for the whole society prosperity. Mill even stated that the state should take care of own people and dont try to increase the value of own citizens with the purpose of making them obedient instruments of own projects implementation. Mill defends the right of individuals to live as he pleases. According to Mill, we see that each of us is self-sufficient concerning own health, as bodily, mental and spiritual. Social growth is the result of all the various individual initiatives. Everyones freedom finds its limits in the freedom of another. An individual shall not infringe upon the interests of others or a particular group interests, which by law or acquiescence should read as legal. He was forced to accept their responsibilities and the necessary sacrifices for the protection of society and its members from any sabotage and u nrest.

What Impression Does The Character Of C - 1456 Words

What Impression Does the Character of Creon create in Antigone? At the start of the play Creon is introduced by the chorus who represent the old Theban citizens who say, â€Å"Creon, the new man of the day† which introduces him in a positive way towards the audience as it gives the audience a strong emphasis on his character as the words â€Å"new† and â€Å"Man† are both been placed in a positive aspect. After the Chorus introduces Creon, he begins a speech which shows him a strong and respectful leader; he has just won a battle and has become ruler of Thebes. In his speech he starts off with â€Å"My countrymen, the ship of state is ship† this first line already shows that Creon is a patriotic man as he calls the citizens of Thebes his â€Å"countrymen† and†¦show more content†¦The disliking towards Creon is later own increased when he talks about the death of Antigone, in the line 875 he portrays himself as a God which is very disrespectful towards the Gods and is very frond upon by the citizens of Thebes and the members of the audience. Creon has shown many sides of himself in the text however he has had a lot to deal with he should not been seen as a villain as he is going through a lot of hard decisions that made him act in the wrong way as it is very hard to decide when he has all this power and a whole city is watching him. What Impression Does the Character of Antigone create in Antigone? Antigone is introduced with her sister Ismene; she begins to speak about her emotions from her words the audience knows that she is deeply upset but yet also furious as she says, â€Å"The doom reserved for enemies marches on the ones we love the most† this gives a depressing tone to Antigone’s tone showing the audience that she is very sad about something she knows. We then find out that she upset about that one of her brothers isn’t allowed a funeral and clearly knows that if she buries Polynices she will be sentenced to death. However she asks Ismene, â€Å"Will you share the labor, the work?† here Antigone represents herself towards the audience as a family caring women who would do anything for her family as respect and is even willing to die for the fact. Her determination is shown we sheShow MoreRelatedThe Similarities Of Films Who Does Not Love A Great Comedy 1071 Words   |  5 PagesFilms Who does not love a great comedy film. I know that comedy is my favorite genre. 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