The depth of time Essay Example for Free

The depth of time Essay We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up. We all wonder what life is. After much contemplation, I have found that life just boils down to a moment, more specifically the present moment. The past and the future exist only in our imagination. Real life and the world exist only in the present moment. How do we get a hold of or point at this moment exactly? Time is like a strong wind. You cannot reach out and grab it. In most cases you cannot slow it down or speed it up.

Lufthansa Strategy Analysis

Lufthansa Strategy Analysis Lufthansa is one of the premier airlines of the world and one of the largest in Europe, in terms of the number of passengers carried by it. The flag carrier of Germany derives its name from Luft (the German word for air) and Hansa (the Hanseatic Trade Organization that was active in Northern Europe, during the medieval period). Headquartered in Cologne, the major hub of the airline is located at Frankfurt Airport, in Frankfurt am Main. The airline boasts of having the third largest passenger airline fleet in the world and consists of modern aircrafts. The airline is a founding member of Star Alliance, one of the leading airlines alliances in the world. Check out the article to know more about the profile and history of Lufthansa airlines. The generously sized and comfortable seats, the extensive range of entertainment: with the Lufthansa Product Showroom you can now get to know the benefits of our Economy Class on long-haul flights in more detail even before your flight. Take a virtual journey through our offer from booking, to our services at the airport and on board, right through to your arrival at our Frankfurt hub Comfortable seats On  short and medium-haul routes  youll enjoy plenty of room. In Economy Class, too, the slim construction of the seat backs provides greater leg room, making it easier for you to stretch your legs. On  long-haul routes  a seat cushion width of over 40 cm, as well as the individually adjustable headrests on every seat, ensure your comfort. When you tilt your seat back, the seat is raised, giving you optimal support Varied entertainment On long-haul flights, as well as reading our in-flight magazine you can enjoy our extensive In-flight Entertainment Programme during the flight.   Meals Drinks We offer you menus that suit your departure time and destination. The meals are rounded off by a wide selection of complimentary drinks.   On selected routes we will also serve you a movie snack during the In-flight Entertainment. Your in-flight entertainment programme in First and Business Class First and Business Class passengers enjoy a comprehensive entertainment programme with the extended Lufthansa Media World. The four categories: Watch Enjoy, Listen Relax, StudyPlay  and Fly Lufthansa  can be individually downloaded onto the screen at each seat: 65 video options with 30 cinema films in up to eight languages, 25 TV programmes and 10 music magazines from all over the world, 100 CDs, a variety of audio books, 30 radio programmes with numerous international channels, games of skill, action games and board and strategy games as well as language courses are readily available. In Business and First Class every passenger also receives the monthly Lufthansa media world programme listing. Marketing challenges arise because of the uniqueness Safety Cost Cleanliness Price Destination Strategies are adopted by your chosen company to deal with those challenges They are putting forward more and more innovative methods to preserve safety up-to-date Regarding cost they are trying to cut off their profit margin and working on low profit margin They are dealing it with the best and effective way that will flourish mind of customer with cleanliness in all perspectives According to price they should consider their brand name and they will maintain price according to that which will not affect their brand image Their run in only busy international routes How do marketers of your chosen service company deal with the demand and supply? Mismatch? During the time of recession the faces problem but as they are a big establishment they came out that and they wisely meet the needed and wants by implementing so many innovative ideas The service product mix of your chosen company They concentrate on only one product mix What are its product lines? They only focus on one product line because they only have one product line Its service brands They have only one brand its called Lufthansa they are concentrate on airlines Its pricing strategy They gave concession for regular travel and gave various discounts to them and gave attractive offer for them and they implement a greater way process out these pricing strategy The service product distributed Magazines Video advertisement Television ads Internet The target segment for the service products Manley focused Business class peoples Those who want luxurious travel experience who prefer more and more comfort The service products positioned Deutsche Lufthansa AG is an aviation company with operations worldwide. The Group operates in five business segments, which provide mobility and services for airlines. The business segments Passenger Airline Group, Logistics, MRO, IT Services and Catering each hold leading positions in their markets. In addition, the Lufthansa Group includes over 400 subsidiaries and associated companies. The strategic business segments Passenger Airline Group and Logistics provide mobility for passengers and freight. The airlines in the Lufthansa Group are positioned as quality carriers in their respective segments. In order to strengthen Lufthansas position still further, new partners from the European home market were added to the Group. Lufthansa Cargo is also a market leader in international airfreight. It offers a global network, shortest transport times and high quality standards in many, often highly specialised, product areas. Companys Marketing Communication Mix We guarantee high quality of our products and professional consulting services. Regular trainings of our staff ensure instant implementation of innovations and detailed knowledge of the product. We provide organisation and prepare all necessary components of your travel. The role of People in your chosen company They are the real king of these airlines because mostly it is an expensive airline without people they can work it out so people plays an important role in the fields of these .They make it more and more popular in case of every factor which support these . Process which involved in the service production They prefer good interaction with customers Good way of treating passengers They know how handle business class passenger They are well expertise in handling services in an proper way There way of welcoming is more attractive and mind bloging They introduce many new ideology to make service more better and effective  Physical Evidence is used by the company to compensate for the intangibility  of the service To ensure that passengers who are not German speakers and who are boarding or transferring at Frankfurt or Munich, can always find their way around the airport quickly, Lufthansa offers the Lufthansa Guide Service as well as the Lufthansa Family Service, which is designed to meet the needs of families travelling together. Lufthansa Guide Service: we speak your language Lufthansa offers a Guide Service to international passengers, business travellers, groups and passengers who may, for example, need help finding their way to a connecting flight at the airport or who would like an exclusive passenger chaperone service. They will be met by a special Lufthansa guide directly at their gate or at another rendezvous point and accompanied to their destination for example, to a connecting flight, train, hotel, shuttle bus or to the airport lounge. Lufthansa guides will always be on hand to answer your questions and in more than 50 languages. A charge is made for the Lufthansa Guide Service. Lufthansa Family Service: relaxed travel with the whole family Lufthansa Family ServiceThe Lufthansa guides from the Lufthansa Family Service ensure a relaxed start to a holiday by helping families, who are boarding or transferring at Frankfurt or Munich, to find their way around the airport.   Parents travelling alone with children, in particular, find this a huge help. For example, the guides take them to check-in, where they explain the security regulations, accompany them to their gate and, on landing, to baggage reclaim, but also to restaurants, hotels or car rental companies.   The Lufthansa Family Service is also very happy to help older members of the family. If the passenger can only walk slowly, the guides gauge the time needed to change flights or if required, accompany the elderly person to the chemist or to a seat.   The Lufthansa Family Guides are on hand with help and advice in more than 50 languages, making this service above all a helpful support to families from abroad World premiere at ITB: In-flight entertainment via Wi-Fi On-board entertainment is an important part of an airlines service for tourists and business travellers alike. At the ITB, Lufthansa Systems presents, its cost-efficient new in-flight entertainment (IFE) system which opens up a new world of opportunities for on-board communication. Condor will be the first airline to install on its Boeing 767 aircraft. The innovative infotainment system is based on a Wi-Fi network which passengers can log on to through seat-back screens or their own laptops, tablet PCs, smart phones or other Wi-Fi-enabled devices to access a wide range of video and audio on demand, games and other content. Also makes it possible for airlines to offer new forms of customer communication, information and services. New services can generate additional revenues for airlines, and airlines can also customize their contact with each passenger. In-flight entertainment is an important part of the travel experience and a way to stand out from the competition, particularly in the tourism industry; said Rainer Krà ¶pke, Head of Project Management and Marketing at Condor GmbH. opens up entirely new possibilities for us. In addition, the system costs much less to install and operate than other solutions. Unlike conventional IFE systems, Board Connect does not need to be wired into every seat. The cabin of a Boeing 767, for example, will only need five access points which are connected to a central server. The system is much easier to install because there is no wiring required. It can be integrated during a regular maintenance check, so theres no need for extra downtime, said Dr. Jà ¶rg Liebe, CIO of Lufthansa Systems AG. Board Connect is also very reliable and gives airlines maximum flexibility as regards cabin rearrangement, the integration of new technologies and the development of new services. The elimination of wiring and data distribution hardware can lead to weight savings of nearly half a ton for a Boeing 767-300. This reduces annual fuel consumption by around 20 tonnes per aircraft. To create this pioneering IFE solution, Lufthansa Systems drew on its experience with the Mobile Infotainment System which it developed for cruise ships. The technology behind Board Connect is not restricted to the aviation industry; it can also be used on other forms of public transportation, such as trains, buses and ferries. On aircraft equipped with broadband Internet access, passengers can also surf the Web, send and receive e-mail and interact with friends on social networks. Airlines can also provide individual passengers with information about their connecting flights or offers tailored personally to them. Conclusion Airlines are the fastest way of transportation now a days there come so many airline industry to these field but whatever come till know Lufthansa is the 1st place so try to keep up that place safely

Areas of Learning in Childcare Environment

Areas of Learning in Childcare Environment Q.1. Identify each of the three prime areas and four specific areas of learning? The Early year’s foundation Stage areas of learning and development have been produced by the government and early year’s professionals for use by all early years’ providers including child minders. It is important for practitioners to become familiar with how the areas of learning and development are arranged in the framework. We need to use the areas of learning and development when we are observing, assessing and planning for your child’s individual needs. These areas make sure that we are constantly challenging the child and helping them to develop and succeed. There are seven areas of learning and they are split into 2 parts: The 3 prime areas, which are for all children and will always, be the main focus of the planning and activities for babies and children under 3. The 4 specific areas, they are for all the older children (over 3s) but are also relevant for younger children. These are the 3 prime areas: Personal, social and emotional development (PSED) PSED involves supporting children in developing and sustaining important relationships. It supports children in expressing and managing their feeling and behaviour and encourages them to develop a sense of self-esteem and confidence. It also covers how children make friends and shared and takes turns. Physical development: Physical development involves encouraging children to be active in their play and learning. This area is about how children move and uses gross motor skills, develop fine motor skills, learn about healthy living and manage self-care independently. Communication and Language: This area involves children developing the skills required to become an effective speaker and listener. It involves children to listen and pay attention, understand what is being said and communication with others. Accurate identification of the 3 prime areas of learning and a good overview of what each area involves. These are the four specific areas: Literacy: This area of learning and development is about how children enjoy reading book, likes to make marks, learn to write and stars to explore phonics and letter sounds. Mathematics: This area involves how children learn about numbers and counting, recognising the passing of time and explores measures, capacity, space, shapes, opposites etc. during play. Understanding the world: This area learning and development is about how children find out about nature and the world around them, talk about people and their local community and learns about similarities and differences and learns to confidently use ICT equipment. Art and design: This area of learning and development is about how children enjoy being creative, sings and dances and makes music, plays imaginatively and uses express themselves. Sources: www.optimuseducation.com www.bridgewater.herts.sch.uk (NEW EYFS Summary 2012.pdf) Good. Q.2. Explain how planning can be devised to promote the individual needs of children? All children develop at their own rate and in their own time this should be remembered when planning activities. Children develop quickly in early years and as early years practitioners we need to do all that we can do to help children have the best possible start in life. Children are born ready, able and eager to learn. They actively reach out to interact with other people and in the world around them. Development is not and automatic process, however it depends on each unique child having opportunities to interact in positive relationships and enabling environments. Early years’ experience should build on what children already know and can do, no child should be excluded or disadvantage because of ethnicity, culture or religion home language, family background, special education needs disability or ability. To be effective an early year’s curriculum should be carefully structured. In that structure there should be three strands. Provision for the different starting points from which children develop their learning, building on what they can already do. Relevant and appropriate content that matches the different level of young children needs. Planned and purposeful activity that provides opportunities of teaching and learning, both indoors and outdoors. There should be opportunities for children to engage, in activities which are planned by adults and also those that they plan or initiate themselves. Good point. As a practitioner we must be able to observe and respond appropriately to children, in found by knowledge of how children develop and learn a clear understanding of possible next steps in their development and learning. Activities need to be planned properly; it should engage children in the learning process and help them make progress in their learning. Children to have rich and simulating experience, the learning environment should be well planned and well organised. It provides the structure for teaching within which children explore experiment, plan and make decisions for them thus enabling them to learn, develop and make good progress. As practitioner we need to understand and observe each child’s development and learning progress. For example in response of a child’s experience of breaking an arm and bringing in her x-ray, and children showing interest in the child’s plaster cast. Practitioners can set up a hospital in the nursery setting. They can add reception area with telephone, children can take a role of receptionist answering calls and making appointments. Children can dress up as doctors, nurses and patients. Practitioners can show children how to use bandages. Although children join and leave the play, many sustain their attention for a long time. Some play a number of roles and perform many actions, while some repeat and practise the experiences important to them. A good example. The practitioners should make sure that the children spend their time in worthwhile and challenging activities. Throughout the session there is a supportive routine with a mix of group and individual activities together with opportunities for children to make choices about activities. This provides the security which promotes confidence and the challenge which promotes learning. Source: www.foundationyears.org.uk http://osclinks.com/618 Q.3. Describe how practitioner can support children’s learning and development in each area of learning? Prime areas There are three prim areas of learning. 1. Physical Development 2. Communication and language development 3.Personal, social and emotional development. These prime areas begin to develop from a base of secure, loving relationship and positive. The area of physical development is divided into two aspects. Moving and handling: Moving and handling looks at children’s development of gross and fine motor skills. Children can show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencil for writing. From birth, babies begin their development and will first learn to turn their heads towards sounds or bright lights. Development is rapid in the early years and babies will learn to hold their head up, move their arms and legs, roll over and gain control of their bodies to sit up. Major developmental milestones are achieved within this aspect, such as crawling, walking, running, jumping and climbing. Health and self-care: In health and self-care development children needs to know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. Babies express discomfort when they are hungry or thirsty through crying to ensure their needs are met. Babies will often show excitement in anticipation for their feed. As babies are weaned onto solid food, they will begin to open their mouth for a spoon and as they become older will show an interest in feeding themselves using a spoon and their fingers. Children will be willing to try new and different food textures and tastes, but will begin to form likes and dislikes with their food. Children need to manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. The area of communication and language is divided into three aspects: Listening and attention This looks at children’s development of listening skills. Children listen attentively in range of situations. From birth, children will begin to tune in to the sounds around them, turning to look for where the sound has come from and recognising their main carer’s voice. These skills of listening develop and refine as a child becomes older − they will be able to differentiate between voices and will begin to understand the meaning of words. As children come to the end of early years their listening and attention skills will be more mature. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. Children give their attention to what others say and respond appropriately, while engaged in another activity. Understanding: In this area we look at how children learn to understand the principles of language and communication. Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. They continue their development by gaining understanding of the meanings of single words such as ‘mummy’, ‘daddy’, ‘no’. The complexity of the words and sentences a child understands and can respond to increases as a child grows older. Speaking: Speaking looks at how children actually use language. It includes childrens verbal and non-verbal communication. Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. The area of personal, social, emotional development is divided in three aspects: Making relationship: This looks at the way in which babies and young people develop relationships. Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity.They show sensitivity to others’ needs and feelings, and form positive relationships with adultsand other children. Self confidance and self awarancess Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. Children will develop confidence to express their feelings and opinions and will be able to select their own activities that interest them. Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.They work as part of a group or class, and understand and follow the rules.They adjust their behaviour to different situations, and take changes of routine in their stride. The four specific areas: 1. Literacy 2. Maths 3. Understanding the world 4. Expressive arts and design The area of literacy is divided into two aspects: Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Mathmathics: The area of maths is divided into two aspects: Numeracy: Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Shape, space and measures: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Expressive art and design: The area of art and design is divided into two aspects: Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being Imagantive: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories. Understanding the world: This area has three areas of aspects: People and communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Source: www.silkysteps.com/2012-eyfs-early-learning-goals.html Q. 4. Evaluate how the effective characteristics of learning can promote children’s learning and development. The Unique Child reaches out to relate to people and things through the Characteristics of Effective Learning, which move through all areas of learning. -playing and exploring (Finding out and exploring) (Playing with what they know) (Being willing to have a go) -active learning (Being involved and concentrating) (Keeping on trying) (Enjoying achieving what they set out to do) -creating and thinking critically (Having their own ideas) (Making links) (Choosing ways to do things and finding new ways) Playing and exploring Play and exploration are key ways that children to learn. As Vygotsky, the famous Russian psychologist whose work has been so important to our understanding of child development, stated: in play the child operates at their highest level ‘beyond his average age, above his daily behaviour; in play it is as though he were a head taller than himself’ (Vygotsky, 1978: 102). Finding out and exploring: Exploratory play is important to all of us. It is how babies begin to understand their surroundings and the relationships between themselves and others, using all their senses and every part of the body. Gopnik e al. (1999) describe babies and toddlers as young scientists, testing out and often repeating the same actions time and again to establish an idea about the object in question and what their own actions can do. Their explorations continue as they grow and develop. Playing with what they know: From the beginning as they play and explore, babies and young children build a repertoire of knowledge, skills and understanding, using memory, and they are also able to imagine possibilities. Being willing to have a go: Through play, children will develop their self-confidence and will enjoy challenge and risk. They will have a positive attitude and will be more likely to try out new experiences and activities without fear of failure. ‘There is no activity children are better prepared for than fantasy play. Nothing is more dependable and risk-free, and the dangers are only pretend’ (Paley, 2004: 8). Active learning: The second characteristic of learning is not about being physically active, which of course is important in children’s learning and development, but refers to being mentally active and alert. Being involved and concentrating: When a child is deeply involved she/he cannot easily be distracted. The importance of play and exploration cannot be underestimated as it is when children make their own choices, follow their natural curiosity and own train of thought that deep involvement is most likely to happen. Keeping on trying: Through trying out new experiences and activities, children will experience and disappointment. This aspect looks at how children persist in challenging activities and tries out alternative methods when difficulties occur. This process promotes problem-solving skills in children and will support the development of self-confidence. ‘As soon as children become able to evaluate themselves, some of them are afraid of challenges. They become afraid of not being smart’ (Dweck, 2008: 16) Enjoying achieving what they set out to do: Succeeding at their activities and achieving new skills will give children a feeling of satisfaction and pride in their own abilities. Children will be proud of the process they have followed in order to achieve the task and will be more likely to try out further activities to achieve that same sense of satisfaction. Creating and thinking critically: When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better under-standings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions. (EYFS card 4.3, 2008) Having their own ideas: Enabling children to think critically and creatively means encouraging them to play and investigate, providing a rich environment with interesting things to discover, explore and wonder about and, crucially, time to do so. Making links: Once a child has discovered their own ideas and methods, they will be excited to try them out. Practitioners can support this through engaging in sustained shared thinking with the child to help them to further explore their ideas. Choosing ways to do things: This aspect of the Characteristics of Learning involves the child in making choices as to how to go about something and is not about following instructions. When children are involved in their own self-chosen activities they are more likely to want to find the right strategy to achieve their goal. Source: mcgraw-hill.co.uk/openup/chapters/9780335247530.pdf http://osclinks.com/618

Medicine as a Form of Social Control Essay -- Papers

Medicine as a Form of Social Control This critique will examine the view that medicine is a form of social control. There are many theorists that have different opinions on this view. This critique will discuss each one and their different views. We live in a society where there is a complex division of labour and where enormous varieties of specialist healing roles are recognised. We attribute to our modern healers a great deal of power, and trust that they will use it for our benefits rather than to harm us. Professional codes of ethics are promises that doctors will use their knowledge to benefit patients. The sociologist Talcott Parsons (1951) described what he considered the essential point of this contract. These rights, obligations and privileges are standards of behaviour, which Parsons felt people in American society believed desirable in the 1940s. The sociological term for such a standard of behaviour is a norm. People in modern Britain acts in a certain way that is seen as appropriate for ill people. In the 1950s, Parsons (1951) outlined the norms that govern illness behaviour and professional responses to it, in modern society. He also saw the patient - doctor relationship as a social system, governed by norms about appropriate behaviour. Also, Parsons (1951) claimed illness as disruptive, a kind of deviance and is therefore potentially disruptive to the social order. Parsons saw society as a functioning whole, and was concerned with how the social order was maintained, and how various institutions in society in the case health care institution function... ...power, which extend throughout the whole of society. He described what he called the clinical gaze as having moved beyond the hospital and the clinic into many and diverse sites such as our schools, workplaces, and homes. For Foucault (1973) the clinical gaze was a facet of a new kind of power, which relied on surveillance and inspection. In conclusion, this critique has critically examined the view that medicine is a form of social control. Discussing the views of theorists such as Talcott Parsons, Ivan Illich, Narvarro, Irving Zola and Foucault. These theorists have views about how dominating medicine can be in society, the power of the professionals and medicalisation how it refers social problems into medical problems. Throughout this critique, it has been made clear that medicine is a form of social control.

The Pastoral Setting of Shakespeares As You Like It :: Shakespeare As You Like It Essays

The Pastoral Setting of As You Like It    Central to the pastoral vision of As You Like It is the setting in the Forest of Ardenne, especially the contrast between it and the ducal court. In the former, there is a powerful political presence which creates dangers. Deception lurks behind many actions, brothers have secret agendas against their brothers, and people have to answer to the arbitrary demands of power.    In the Forest of Ardenne, however, life is very different. For one thing, there is no urgency to the agenda. There are no clocks in the forest, and for the exiled courtiers there is no regular work. They are free to roam around the forest, prompted by their own desires. There is plenty of food to eat, so the communal hunt takes care of their physical needs. That and the absence of a complex political hierarchy creates a much stronger sense of communal equality hearkening back the the mythical good old days. The exiled Duke himself attests to the advantages of living far from the court, free of the deceits of flattery and double dealing and welcomes Orlando to the feast without suspicion.    And, most important here, especially in comparison with the history plays, is the importance of singing. As You Like It is full of songs-not performances by professional court musicians, but impromptu group singing which expresses better than anything else the spontaneous joy these people derive from life in the Forest and the joy they give back to others. The songs indicate clearly the way in which in the Forest people can shape their actions to their moods-a situation totally unlike the court where one has to consider one's actions much more carefully.    Hence, the Forest of Ardenne provides for the exiled courtiers an important freedom to experiment with their lives, to discover things about themselves. In the Forest people can talk openly with whoever they might happen to meet on a stroll through the trees, and that might be anyone, given that in the Forest no one owns any particular territory (there are no rooms, palaces, roads-unlike the court where there is a preoccupation with property) and thus one might well meet and have to deal with a person whom one would never get close to in the court (that can have comic results, of course, as Touchstone's conversations with Audrey and William demonstrate).

Maiden Voyage Commentary Essay

This extract from Maiden Voyage, by Denton Welch, focuses on the narrator who escapes from the comfort of his home into the realm of the unknown. He uses symbolism, imagery, diction, irony as well as contrast to show the harsh reality of the outside world in order to put forth his purpose of satirizing the over protected parents whose child will one day leave their comfort zones into the harsh outside world and how they will eventually be the ones who suffer because of parents who take care of their every need. Welch depicts the narrator in a negative manner, one who is over protected but dislikes living in this manner as seen from the fact that â€Å"he hated to be dependent on other people† and â€Å"began to feel imprisoned†. This shows the unwillingness of the narrator to stay in his comfort zone and his longing to stray into the outside world of mystery. As such, it is clearly depicted that no matter how hard the parents might try to keep their child away from the harsh nature of the real world, there will be a time where the child will break free from his cocoon and fly away into the realm of the unknown, helpless and without experience. The narrator is also depicted as one who is inquisitive as he was â€Å"longing to explore† the outside world. He saw a black spot and â€Å"wondered if it was a cat† â€Å"or perhaps it was a dark boulder†, once again showing the narrator’s inquisitive mind in wanting to find out more. However, the black spot turned out to be a human head, and this shows the contrast between what the narrator expected the world to be like and what the harsh world is actually like, and in turn emphasizing on the helplessness of the narrator as he is alone in the outside world without any experience whatsoever. There is also foreshadowing when Mr Butler said â€Å"foreigners are not very popular here†, foreshadowing the appearance of the head. This gives emphasis on the human head which will be discussed later on. Moreover, this quote also refers to the narrator in not merely a literal way. The narrator is also a foreigner in the sense that he has never been to the outside world, never experienced reality, and this is ironical that the people who told the narrator that foreigners are not really accepted are the ones who kept the narrator away from the outside world, and to keep him in the realm of comfort, making him a â€Å"foreigner† to the world outside. As such, this gives emphasis on the author’s purpose of mocking the over protective parents who in turn are the very ones who cause harm onto the child. More irony is seen as the narrator states early on in the poem that his care takers â€Å"would never want to do what I wanted to do† and this is ironic as compared to the later part of the prose where the narrator states himself that he â€Å"did not know what to do† and this irony as well as contrast clearly depicts the idea of helplessness of the narrator caused by the over protective care takers and this over protection builds up a sense of wanting to break free in the narrator. As such, the author satirizes the over protective parents and shows that they are the very ones who will cause the down fall of the one whom they try so hard to protect. The author also uses a lot of symbolism all throughout this extract to bring forth his purpose of mocking the over protection of the child. The human head, a very important motif, is used to symbolize self-knowledge. Thus, the cut off head symbolizes the narrator’s self-knowledge of the world being eroded away as he views the harsh reality of this cruel world. As such, the author creates a sense that everything that was taught to him was not true, that everything he knows is not the real thing. And as such, it creates a sense of false hope and false protection, when in fact, he is the most susceptible to the harsh reality of the world outside his comfort zone. Therefore, this brings forth the idea of mocking the over protective parents and their false teachings, which will in turn, cause great harm to the very child they were trying to protect all their life. The flies are described as â€Å"a haze† and were â€Å"buzzing like dynamos†. This shows the vast number of flies as well as the amounts all densely accumulated around this human head. This symbolizes the parents, who act as a shield which surrounds the outside world, as symbolized by the human head, and as such, it is only when he goes close to the object that he sees the harsh reality of the outside world, one which he is not ready to accept. As such, it can be said that the ones who causes the downfall of the over protected child, are the parents themselves. The â€Å"turrets and bastions† that were â€Å"crumbling into the sea† shows the gradual degrading of these fortifications and how they slowly but surely lose their purpose of protection as time passes. This is used to symbolize the narrator’s parents, that there will be a time where this sphere of comfort and protectiveness will degrade and dissolve away like â€Å"ruined cottages† and the narrator will have to shift away from this comfort zone into the realm of the unknown. When this time comes, the narrator will have to suffer because of a lack of experience, and a naà ¯Ã‚ ¿Ã‚ ½ve mindset that everything is as simple as it seems. As such, the author clearly satirizes the over protective parents as to how they are causing the death of their own child in the long run. The narrator’s sense of helplessness is also very clearly depicted in the prose through the use of imagery. The author uses â€Å"the first cur†, a dog that resorts to barking in fights, and is in fact a cowardly dog, to show the narrator’s helplessness in the outside world, even to the mildest of things, he â€Å"turned and ran back†. This gives emphasis on the consequences of over protecting the child, leaving him stranded and alone to fend for him in the outside world, and when this time comes, he will sure to suffer, thus mocking the parents. The author uses â€Å"pathless sands† to once again, draw attention to the narrator’s helplessness in the outside world. As he is seen to be lost in the harsh world, where there are no paths, which are used to refer to the guidance of his care takers, and no signs to show him the way to go. Therefore, this gives readers the idea that the author is mocking the care takers who are severely over protective of the child and the fact that this will in turn lead to more cons than pros for the child. The helplessness of the narrator is further emphasized when the author depicts the â€Å"slap of them when they hit the wall†, them referring to the insects. Their helplessness is used to compare with that of the narrator’s as they could never escape from the clutches of the harsh reality, and the narrator was in the same plight as them. The author uses these consequences of over protection to mock the parents of the child whom have been kept in the comfort zone without having to face any problems on his own, thus is very dependent and has no experience at all. Welch also uses diction to depict the real world outside the comfort realm set by the over protective parents on their child. He uses words like â€Å"harsh spears of grass† and â€Å"dry and sharp as knives† to show the harsh reality of the world. This is used in contrast with the â€Å"European villa and a line of poplars†, which is the over protection showered upon the narrator by his parents. And as such, the author can be seen to be mocking the naivety of the parents who think that they are able to protect their child for their whole life and think that what they are doing is for the best of the child, when in fact it is the exact opposite as seen by the harsh reality of the real world viewed by the innocent and helpless narrator. The prose ends off with a mocking tone that once the child leaves the comfort zone, there is no way he can come back, once he sees the harshness of the real world, he can no longer be protected by his parents. This is seen where the narrator â€Å"ran towards a bastion, wondering if I could climb up to it in anyway†, showing the wanting of the child to go back into the safe and sheltered comfort zone, but the author ends us off with a harsh but true sentence: â€Å"I knew that I could not†.

Feeding Monkeys Essay

In the short story,† Finding Prosperity by Feeding Monkeys†, by Harold Taw, Taw explains a moral about the importance of family, and how some people will break whatever rules to respect their family. Taw states that a Buddhist monk told his parents that he [Taw] would bring great prosperity to the family if he fed a monkey on his birthday every year for the rest of his life. Every year Taw made a point to feed a monkey on his birthday because he felt he had a right to protect his family. Early in his life, Taw and his dad â€Å"would go to the zoo early in the morning†¦ [and] when the coast was clear, [Taw] would throw†¦peanuts to the monkeys†. Together, Taw and his father would secretly go to the zoo every year until he was eighteen to guarantee the prosperity of his family. This proves that Taw was determined to keep his family safe. When Taw turned eighteen, he had to find different ways to feed the monkeys, since he was now an adult. One of the many ways he fed a monkey was that he went to a laboratory and had to â€Å"wear a biohazard suit† to feed a monkey. Taw demonstrates that even the tasks that seem the most impossible can be achieved. From these examples, it is easy to see that some people, such as Taw, with do whatever it takes to secure the safety of his or her family.