The Great Navigator Columbus

The great navigator Columbus Mr. Christopher Columbus (1451-1506) navigator Spain famous and pioneering major geographical discoveries in human history. He was in his youth believer in the theory of spherical Earth and not leading the famous Marco Polo every respect and appreciation, and the determination to become a navigator. During the period between the year 1492 and in 1502 crossed the Atlantic Ocean four times and discovered the American continent and became a great crew in the history of the world.Columbus Italy and had a passion for navigation and exploration since he was young and looked forward to traveling to China and India. And has repeatedly asked the Portuguese and Spanish kings and the British and French to help him do a cruise to the west until it reaches to the eastern states, but they rejected the plan because the spherical earth theory were not complete and convincing in those days. He spent more than ten years trying to convince people to help him implement his n avigational plan.In 1492 the queen of Spain with the help of satisfied Columbus financially the implementation of the plan. In September 1492 launched Columbus' fleet of three ships and 87 crew from Europe to the west, hoping to reach Asia in the end. A month after the fleet arrived at the dry ground, and Columbus and his men think Columbus and his men, it is the land of Asia, told the audience in Europe that they have arrived in India. Thus Columbus discovered the American continent without being aware of the fact discovered.This trip changed the great process of the evolution of the history of the world, and turned the World Trade Center from the Mediterranean Sea to the west shore of the Atlantic Ocean. In the following centuries, modern industrial civilization has become a new trend of the evolution of the global economy. The United States identified in 1792 on the 12th of October or the first two second-day of October each year, â€Å"Columbus Day†. In this day every yea r organizes most U. S. states many festive activities on the occasion of the anniversary of Columbus' discovery of the Americas.

Developing as a hr practitioner Essay

The CIPD Profession map is a strategic tool used to help ensure HR is fully utilised in the organisation it operate in. It is used to add value to the organisation and define the highest level of professional competency required. The Profession Map is made up of 2 core professional areas, 8 specialist areas, 8 behaviours and 4 level Insights, strategy and solutions is the first core professional area, which helps the organisation to make informed choices about the direction of business. It allows decisions to be made about how the business will operate and identifies opportunities for improvement and development. Leading HR is the second professional area, which focuses on ensuring HR own, shape and drive themselves and the development of others within the organisation. They cover 3 key leadership areas, Personal leadership, leading others and leading issues. HR are seen as proactive rather than observational. Organisation design This ensures that the organisation is correctly setup to deliver it objectives in the short, medium and long term and a robust plan is in place to deal with restructuring.

Environmental Law Essay Example | Topics and Well Written Essays - 3500 words

Environmental Law - Essay Example In particular Judge Weeramantry discussed environmental issues relative to the threat and use of nuclear weapons. Judge Weeramentry specifically noted that the use of nuclear weapons â€Å"endangers the human environment in a manner which threatens the entirety of life on the planet†.3 Judge Weeramentry went on to state that although there was no binding international law relative to the use and threat of nuclear weapons, based on its destructive nature and the threat to human life, health and the environment in general, there was sufficient basis in international laws particularly humanitarian laws to outlaw the use and the threat of the use of nuclear weapons.4 The main contributions of the ICJ in terms of international environmental law is divided into the Corfu Channel case and the Nuclear Tests case and the Barcelona Traction case. These cases essentially establish the international law with respect to transborder environmental damages and the introduction of the doctrine of erga omnes. In this regard, the ICJ held in the Barcelona Traction case: An essential distinction should be drawn between the obligation of a state towards the international community

Egyptian architecture Research Paper Example | Topics and Well Written Essays - 250 words

Egyptian architecture - Research Paper Example A deep delineation and an in-depth analysis of the structural study of the great pyramids, monuments, temples and tombs remaining along with little domestic structure shall focus considerable light on the pertinent characteristics inherent in the Egyptian architecture. The most potent characteristics of the Egyptian architecture were its consistent nature. With very little scope of variation or alteration, the set designs and forms were repeated in the designs of almost all the periods. As regards to the building materials of the structure, one can notice the use of sun-baked mud bricks and use of plenty of stones specially sandstone, granites and limestone in all the architectures. This was because of scanty availability of wood. The architecture comprises symmetry; walls are generally thick and are generally not broken due to fenestration. The use of rectangular shapes is very prominent in the form of architecture and the walls are highlighted with colorful decorations upholding walls and columns. The visual metaphors are very strong displaying hierarchy and power game prevalent in the society. Motifs of the Egyptian architectural detail comprise Egyptian ornaments of spiral, papyrus and circles. Tomb structures are very common in the Egyptian architecture and the cut temples where various religious ceremonies and rituals were held is their traditional form of building structures commonly found (Arnold 2-203). Egyptians had generally constructed three types of tombs. Among them, Mastabas or the funerary mounds and the Pyramids constructed during the initial period of the 4th dynasty are the iconic symbol of Egypt captivating within them the mummies of the great kings symbolizing eternal power and divinity (Harwood, May and Sherman 1-210). There is no end to the study of the architecture of Egypt, like the mummy of the Tutankhamen or the pyramids, their motif, structure and most importantly use of science and comprehension of geometry at that

Topical Analysis on Japan's Revolution Essay Example | Topics and Well Written Essays - 2250 words

Topical Analysis on Japan's Revolution - Essay Example In order to understand the nature of the Meiji restoration, there is the need to look at the relationship between the merchants and the lower samurais. Both parties were anti-Tokugawa forces who were determined to annihilate the Tokugawa regime, with the lower samurais being vested with the leadership that would yield desired societal changes. The lower Samurais had superseded the ranks of the Samurai in order to become the spokesmen in this society. The Meiji restoration was a shift of the Japanese government to the upper samurai to lower samurai. In achieving this political control, the lower samurais supplied the ablest individuals such as Ito Hirobumi, Saigo Takamori, Inoue Kaoru and Omura Masujiro. The lower samurai achieved this through the financial help of the merchants. Merchants such as Konoike, Iwasaki, Shimada and Ono made immense contributions through financial donations. Hence, it is apparent that the Meiji restoration was achieved through a coalition between the lower samurai and merchant class. Moreover, the Feudal-merchant coalition was a cornerstone in the Japanese revolution. Unlike the class struggle that existed in western countries such as a France and England, the scenario in Japan was different. Marxists argue that capitalist bourgeoisie rise against feudal aristocrats in a bid to seize political power from them. The case in Japan was characterized by a collaboration between the aristocracy and the merchant classes. Hence, the Samurai and the merchant class had a symbiotic relation and they needed each other. In the Tokugawa system, the merchants were largely dependent on the daimyo and their treasurers. They saw... Japan’s revolution, dubbed ‘Meiji restoration’, took place following numerous reforms instituted by the Japanese government late in the 19th century. The subsequent events constituted the most dramatic events to ever happen in the modern history of Japan. It was in the Japanese revolution when universal education system was established. Moreover, during this revolution the navy and the army were established as well as the establishment of an effective administrative bureaucracy both locally and nationally. The Japanese revolution was multifaceted and culminated in Japan becoming a modern state. There are numerous shortcomings in the book by Norman (2000) as there lacks a detailed explanation of the nature of the Japanese revolution.The account of the Japanese revolution was scantily presented in the article with some facts being left out. The events that contributed to the revolution emanated from within the country and brought significant changes crucial to the d evelopment of a modern Japan. The multifaceted revolution saw a universal system of education being introduced in Japan as well as the establishment of the army and the navy. It is important to note that social disparities that existed during the Tokugawa regime were primary responsible for fuelling animosity that led to the revolution. The fact that the new regime under Meiji turned to the western countries for progress reveals that the Tokugawa regime was not toppled due to its move to seek assistance from these countries but rather due to domestic squabbles. The revolution revealed that there was animosity within the ranks of Tokugawa regime as there is no justification of having turned to the west for progress.

Compare 2 Films Term Paper Example | Topics and Well Written Essays - 2500 words

Compare 2 Films - Term Paper Example Perhaps most notable among the two films is that they embody the underlining touches of the auteur. Auteur theory was perhaps most seminally articulated by Andrew Sarris in his Notes on Auteur Theory. In this essay he considers earlier formulations of the auteur theory, dating back to its consideration by Andre Bazin in Cahiers du Cinema who indicated that while cinema, as compared to painting or the novel form, is more a collaborative element, there is nonetheless a distinct feature of artistry that can be tied to the individual director. In comparing him to director George Cukor, Sarris even speaks of the auteur tendencies of Ingmar Bergman. Sarris extends this articulation, adding his own theoretical elements. He states, â€Å"Over a group of films a director of films, a director must exhibit certain recurring characteristics of style, which serve as his signature. The way a film looks and moves should have some relationship to the way a director thinks and feels† (Sarris, pg. 662). Sarris goes on to further elaborate on this theoretical formulation by indicating that the films of an auteur explore a certain personal concern that he equates to some degree with the singular aspect of the soul. It follows that auteur theory consists of both the external elements of technique, and the internal elements of personal vision. One of the primary elements of the auteur is that their personal style and vision is not expressed simply through one film, but comes to be a characteristic element throughout their work. Ingmar Bergmans work clearly meets this criteria. As one examines another of Bergmans seminal films – the Seventh Seal – in regards to Bressons work in the Trial of Joan of Arc its clear that there are both stylistic and thematic tendencies that demonstrate the films as elements of an auteur in the classic sense. In considering the Seventh Seal

Law Briefs Essay Example | Topics and Well Written Essays - 1500 words

Law Briefs - Essay Example rict Court had correctly dismissed the defendants’ counterclaim because the burden of proof of existence of a valid copyright rests with the copyright claimant, however the defendants did not provide any substantive support for their claim of copyright. Mr. Brown was also able to present documentation regarding the poems, their publication and musicalization. However the Court dismissed Brown’s motion for summary judgment on the basis that some material facts remained unresolved This case is important in that it has established that valid evidence must be provided to support a claim for copyright infringement before an infringement action can be allowed to proceed to a trial stage. It also raised the issue of expiry of copyright protection after a 50 year period, (currently raised to 70 years) after which period the musical, artistic or dramatic work reverts to the public domain. Copyrights, trademarks and patents differ in the level of protection they provide. For instance, copyright protection for a literary, dramatic or musical work may extend to seventy years while a patent on an industrial or commercial design may offer a short term 20 year period of exclusive monopoly over a product and a trademark will extend that monopoly only to a particular category of goods2. Patents and trademarks must be renewed each year. Title that is provided to the owner of a real property is permanent, however intellectual property protection is limited to a certain duration in the scope of its protection. The reason is that ownership to real property comprises rights on a specific piece of fixed property in a specific location, such as a building or land which is permanent. However, where a dramatic, musical or literary work is concerned, this comprises a work of art which should properly fall into the public domain and be available for humankind to enjoy, benefit from and further create and modify. Yet at the same time, every creator of an original work has a moral right

Formal Report Essay Example | Topics and Well Written Essays - 1250 words

Formal Report - Essay Example In purchasing equipments like laptops and desktops, it is feasible and good to pick leasing, as it is cost effective. It is good to examine the management of information and technology process of an agency, determine the business needs of the institution concerning information technology and acquit an analysis based on the benefit of cost choice of leasing and purchasing, in the decision whether to purchase or lease equipments. If the decision is made in the correct way and for a good reason, it is effective in terms of cost and efficient to lease than purchasing equipments. It can be harder to manage and expensive to lease than an instant purchase of equipments, if the decisions are handled in the wrong way. Introduction Present value It is hard to compare the same amount of cost between the option of purchasing and leasing in the concept of present value. The cost of the future currency in today’s value of the currency is what referred to as the present value. Money availabl e for future worth less at this time than the money you can use at that particular time. The future money one should use in leasing or purchasing is be converted to the current price to equate the actual cost of each one, when equating the alternative of leasing and purchasing. Information Technology Acquisition The first option of getting information technology in companies and institutions is by the outright purchase, which is gotten through the fund or revenue of any agency. This can only happen if restrictions are applied on the funds. Capital leasing is the second option, which is an accord that spreads the payment terms of equipments. After payment, the person who has bought the equipment, obtains a title to the equipment, but still he has been able to get access of the equipments. The buyer is able to spread the payment of the equipments in a given time to reduce the financial burden due to its acquisition. In an operating lease, one does not get ownership of the equipments. The seller retains ownership of the equipments and the person who has leased the equipments uses the technology for a given period (Taylor, 2003). Management issues The budget of information and technology has changed in all sectors, due to the fast development of information systems. This drastic change has led to the evaluation of the management issues of information technology. To control and understand the environment based on computers, full ownership cost and asset management, is required. Asset management binds the whole information technology ownership. It provides the environment control of computers to allow the director to purchase information technology equipments and price for the maximum cost efficiency. Lease terms should not be over 75 percent of the equipment. If the institution wishes to buy an item after a leasing period, the organization must pay the required price. The value at the starting point of the lease is not equal or greater than 90 percent. At the end o f the lease, the lease cannot give the buyer the ownership of the

Reporting on a Religious Service Essay Example | Topics and Well Written Essays - 1250 words

Reporting on a Religious Service - Essay Example The outside pictures were a distinct depiction of a religious place that was encompassed in its architecture. The temple was fenced all round by metallic rails that demarcated the place from its neighborhoods. The temple had a dome that was indicative of the Shikar-bandhi type of the Jain temples. The temple was beautifully carved with pillars all over the entrance, and the inside of the temple was enclosed. The colors that were used on the outside included white with blue-print of the Jain signs and symbols. From the front, there was only one entrance to access the building with a dome on top of the entrance. The inside was also decorated with a combination of architecture, paintings, and colors that were similar to those that were outside. On my entry into the building, I took off my shoes because every other believer was taking off their shoes, and it was a sign of etiquette. The inside had two staircases. The downstairs was composed of many rooms that were meant for education and other programs in the temple. The upstairs was the main temple of the believers. The upstairs was an empty hall that had no furniture. However, the floor was covered with a mat. Inside this temple, there were idols that were decorated differently. The middle idol was the most decorated while the three on each of the sides were less decorated. The believers were seated on these mats with their legs folded and their hands laying on their laps. Most people in this service were middle class and the high class. Their ethnic group was mainly Indian, and their gender was composed of both males and females. Their age s were varied from approximately 3years to 70 years old. I went upstairs to the service because that was the location of the temple. On this Sunday, the people had attended the service for prayer. On the way they pray, before we entered the temple, the people should put something yellow on their forehead and wipe their heads a little of

Resident Evil Afterlife. A critique of a movie Review

Resident Evil Afterlife. A critique of a - Movie Review Example This is the fourth movie in the whole series and it is based on Capcom’s video game by the same name. The movie is a third dimensional movie and it is also the first 3D movie in the series. Alice is a star in the game but it is hard to say the same for the movie. The initial 3D scenes have been repetitive and are hardly impressive, a weak beginning was not well received by the audience and as a result of which the movie failed to live up to the expectations of the fans. The paper will expansively present the other important aspects of the movie. The materials used in the movie are quite unique and one of its kind, the movie is a 3D movie and it involves animation and special effects. The effects however have not been presented as the fans expected it to be. The artist is trying to present a world in which Zombies grow by leaps and bounds, a virus is affecting the human race and annihilation has been portrayed in the movie. A. Visual Arts 1. The movie bears no resemblance to re ality; it is purely a fictitious flick. It is based on human beings turning into Zombies because of a virus and it has nothing to do with reality. 2. The artists is portraying the future in the movie, a virus which would affect our human race might end up making us all Zombies as shown in the movie. It represents the future. 3. The work of the artists is without a doubt good but the movie is purely a fictitious movie and bears no resemblance to reality so the work can never be believed. B. Artistic Concept 1. Being a 3D movie the visual artists have done a good job, Alice stood out for her performance; she is much more adored by the fans in the game than in the movie. Nevertheless her performance was a tour de force, she loses her supernatural powers when she is injected in the movie, she becomes human again but she single handedly carries the movie, the movie would have done very badly had it not been for her. Other characters were merely present in the movie but had no effect what soever. The performance of the characters is fine but being a fictitious movie it is hard to believe the scenes in the movie, it is fair to say that the movie is entirely fictitious. 2. Viewer interaction fails in this movie and as an inevitable result of which the movie also fails, the movie does not present enough opportunities to the viewers to interact and get involved in the movie. 3. The work does not appeal to the emotions because it is fictitious, it would have appealed to the emotions of the audience had it had any resemblance to the reality, on top of that it is not a job well done. C. Use of Lighting in Creative Designs 1. The use of lighting has been good in the movie; the character of Alice has been presented very vividly in the movie. The presentation has been certainly special because the movie is a 3D movie, being a third dimensional movie it had nothing stunning in it, several other 3D movies are way better than this movie. The opening scene in which Alice and her e ntourage enter into Umbrella’s headquarters is good, it resembles the opening scene of the game and this made the fans happy and they also started expecting a lot out of the movie but their expectations were never fulfilled as the movie progressed. This is another problem, a movie which begins with an amazing scene must follow it up because the expectations rise up but this movie failed to live up to the expectations of the fans. 2. There was nothing unusual about the utilization of light, it would have been unusual had it been the first 3D movie but it was not hence it was not unusual in any way. 3. Colors have been used very vividly in the movie, almost all the 3D movies present the use of colors vividly, and it is fair to say

ICT Notes Case Essay Example for Free

ICT Notes Case Essay Whenever personal details or other private information is stored about people, it is regulated by the data Protection Act and organisations storing such information must register with the data protection bureau. It gives rights to data subjects (i.e. in this case the patients who have specific data about themselves stored on the health centre system). Data is subject to 8 main regulations to protect the rights and privacy of individuals. These are: 1. Personal data shall be processed fairly and lawfully. 2. Personal data shall be obtained only for one or more specified and lawful purposes. see more:annual function speech 3. Personal data shall be adequate, relevant and not excessive in relation to the purpose for which it is used. 4. Personal data shall be accurate and, where necessary, kept up to date. 5. Personal data shall not be kept for longer than is necessary for the specified purpose. 6. Personal data shall be processed in accordance with the rights of data subjects under the act (patients have the right to view and correct information held, except in cases of crime or certain government agencies). 7. Data holders should have appropriate measures in place to protect the data against loss, theft or corruption. 8. Personal data shall not be transferred to a country outside the EEC unless that country ensures an adequate level of protection for the rights of data subjects. Computer Misuse Act 1990 This law was introduced to cope with the problems of computer hackers and viruses. The Act was introduced to recognise these three offences: 1. Unauthorised access to computer material If a member of the health centre staff uses another staff members password to log onto their user area, this is illegal. Even if they dont change, delete or damage anything, they are still guilty of accessing materials without authorisation and this is illegal. 2. Unauthorised access with intent to commit or facilitate a crime The difference between this and the first offence is that the person gaining access to someone elses system is doing so with the sole purpose of doing something illegal e.g. fraud, blackmail etc. This might mean that they had to guess or steal the password in order to get into someones user area or their bank account. 3. Unauthorised modification of computer material This offence relates to the deletion or changes made to files with the intent to cause damage to an individual or to the health centres computer system. This offence also covers planting viruses to other peoples systems. Writing a virus technically isnt a crime; but if you knowingly transmit a virus to others, you are guilty under this section of the Computer Misuse Act. Copyright, Design and Patents Act 1989 This act was passed to make it illegal to copy files, software etc without permission. The law can be broken in three ways: 1. Using software without a proper licence. The health centre must ensure it purchases a site licence which allows everyone at the centre to use the software. 2. Using text or images from the internet and using them without the copyrights owners (the authors) permission or acknowledging where the health centre got them from. 3. A member of staff copying a computer program at the health centre and then running it on their computer at home without permission from the copyright holder. 4. Health and Safety Issues Relating to Computer Use The health centre must ensure under the Health and Safety Regulations 1992 that they provide a safe working environment for anyone using computers. The health centre must :Ensure that the computer equipment is safe. 1. Ensure workstations meet the required standards for health and safety i.e. provide proper computer chairs, foot supports, lighting etc. 2. Plan work so the staff have regular breaks which allow them to do non-computer work. 3. Pay for regular eyesight tests for staff using computers regularly. 4. Provide health and safety training and information to all staff. There are various health problems associated with the regular use of computers. Here are some of the most common problems and what can be done to reduce the risks: Health Problem Cause Solution Repetitive Strain Injury (RSI) * Repetitive finger, hand or arm movements. * Poor posture. * Badly designed workstations. * Ensure wrists are straight and elbows are close to your sides when typing. * Ensure posture is correct. * Take regular breaks. Eye strain * Staring at the VDU for long periods. * Poor lighting, glare from the screen, flickering screen. * Use a screen filter to reduce glare and keep your eyes at least 18 inches away from the screen. * Ensure appropriate lighting. * Have regular eyesight tests. * Take regular breaks. Back/Circulation problems * Poor posture. * Sitting all day in front of a computer. * Ensure posture is correct. * Take regular breaks and walk to improve circulation. The use of ICT when Paying Staff WagesStaff at the health centre are paid using a computerised system and their wages are paid straight into their bank account. The benefits to the health centre for having a computerised system: 1. It is quicker and more accurate than calculating wages manually. 2. The added security that wages are paid straight into bank accounts i.e. Electronic Funds Transfer (EFT) money is transferred from the health centres account to the individual staff members account. Employees at the health centre are paid weekly. Payroll uses a system called batch processing, this is where all data is stored up and then all processed together. In order to calculate how much each employee should be paid the following inputs, processing and outputs must take place. Inputs Processing Outputs Employee payroll number, name, address, DOB, marital status, N I number, hourly rate/annual salary, pension details, holiday entitlement, days off sick etc * Employee record will be read by the system. * Each employee will be paid by the system. * Each employee record will be updated by the system * The payslip * Money is transferred from the health centre bank account to each employees bank account. * Report for the health centre detailing updates, payment etc Methods of Maintaining Data SecurityData is invaluable to the health centre if they lose their data it is very hard to replace. Loss of data would cripple the health centre in the short term and may even jeopardise its existence as a service. Measures must therefore be in place to ensure data security. Security can be viewed in terms of physical security, access security and data security.Physical Security Equipment can be made more secure by: 1. Keeping a record of all serial numbers on each piece of equipment and mark the health centres name and postcode on all equipment so the police can identify stolen property easily. 2. The health centre could have a security alarm system and surveillance system on the building as well as ensuring that windows and doors are locked after surgery hours to prevent access. 3. The closing of blinds on windows and switching off monitors at night will make the computers less visible. 4. The use of fireproof doors and smoke alarms will help reduce the risk of fire in the building. Access Security Vast amounts of data is lost due to carelessness by employees e.g. not saving work, deleting files by accident, not saving files with sensible file names and therefore are difficult to find etc. Limiting each employees access to the system with help to ensure against the loss of data to the health centres system. 1. Password -this is still the major line of defence. Restrictions can be imposed on length of password and restrictions on the times a user can access the system. 2. Firewall this is a piece of software which sits between the health centres network and the rest of the internet. It will monitor the system for any breaches of security and protect the health centres information and computing resources by allowing only messages conforming to certain protocols (agreed set of rules) to be sent/received. 3. Anti-Virus Programs this software is used to detect viruses and to limit the damage by removing them. Data Security To prevent the loss of patients records etc the health centre needs to ensure that regular back-ups are made of the data on the system using suitable backing storage (also known as secondary storage). Types of Backing Storage Name of Device Advantages Disadvantages Hard Disks * Large storage capacity 20 gigabytes or more. * Faster to access * Any problems with the hard drive may mean all data stored on it will be lost Floppy Disks * Small and portable * Data can be transferred easily between different computers. * Disks can be made read-only which will reduce the chances of data being accidentally overwritten. * Small storage capacity 1.44 megabytes. * Accessing data is slow * Being floppy it is easily damaged Optical Disks e.g. CDs DVDs * Direct access to the data. * Faster to access * CD-Rs only allow data to be written onto them only once The above list is not exhaustive and you should explore other alternatives.Website Design and Hosting There are many reasons why businesses or individuals have a website. In the case of the health centre it has a website to provide information and services to patients e.g. providing advice on minor ailments, surgery hours etc. Some other purposes of having a website: Type of Site Reason Personal * Sharing pictures/stories with friends and family Business * Inform customers of their products/services * Company news, events etc * Recruit staff E-Commerce * Advertising their products/services for sale * Offering home shopping facilities Educational * Offer information on training * On-line encyclopaedias News and Entertainment * Latest world news * Sports information A website is made up of one or more web pages. A web page is created by writing code in a language called HTML (Hyper Text Markup Language) which was developed especially to create web pages. There are many web page designs. Most good web pages share some common elements: Web Page Element Its Purpose Banner This is the area at the top of the page and is often the same on all the other pages of the web site. It may contain a company logo, search box etc Menu System This area provides navigation around the site Content Area The main content of the web page is here. It may contain, text, images, sound etc. Footer This area will often contain copyright notices, terms and conditions etc. Navigation (method of moving around the site) is important especially if the site is made up of several web pages. There are 3 main methods to of using navigation: 1. The Hyperlink when you click your mouse on a navigation hyperlink it will take you to another page. This page could be on the same website or a different website (external link). 2. The Menu System the navigation menu gives you a choice of which page you want to view next. A menu is a set of hyperlinks grouped together. There are various menu styles such as a side menu which normally sits on the left hand side of the page. 3. Hotspot this is an area on the web page which when clicked will allow you to jump to another page. It is a way for the designer to make the hyperlink invisible or for them to allow you to click on an image in order to jump somewhere else. When you hover your mouse over a hotspot the cursor changes to a little hand There are a number of ways to create and design a web page: Design Methods Software Advantages Disadvantages Straight from a Microsoft Office application * Word * PowerPoint * Simple, just save as a web page * Can only create a basic page Text Editor * Notepad * Low cost as Notepad is free with windows * You have to know a lot about HTML code * Easy to make a mistake as all the code is written by hand Web Authoring Package * Microsoft Front Page * Macromedias Dreamweaver * It will provide ready made templates * Easy to add/remove pages without breaking the site navigation * Expensive * Takes time to learn In order for other people to see the health centres web site it must be placed on a web server. This is called hosting. A web server is made up of 2 things: * A computer * Running on the computer is a piece of software called web server software. The website is loaded on the servers hard disk, when a request is made to view a web page from the health centres site the server finds it on the hard disk and sends a copy to the computer that has made the request. The WWW is made up of millions of web servers, each connected to the internet. In order to view the health centres website, the requesting computer must be running another piece of software called the web browser. The Use of Systems Flowcharts Flow diagrams are a way to work out the best order to do something. System flowcharts show exactly how the data moves e.g. the health centre could produce a system flowchart to create a new patient record. The main symbols used to develop flowcharts are: Start/End The terminator symbol marks the starting or ending point of the process. It usually contains the word Start or End. Process A box can represent a single step (add two cups of flour), or and entire sub-process (make bread) within a larger process. Decision A decision or branching point. Lines representing different decisions emerge from different points of the diamond. Input/Output Represents material or information entering or leaving the process, such as customer order (input) or a product (output). Flow Line Lines indicate the sequence of steps and the direction of flow. Data storage Indicates a step where data gets stored. For Example Save Orders Delay Indicates a delay in the process. For example Wait 1 day There are benefits and drawbacks to using system flowcharts. Here are some of them: Advantages Disadvantages Flowcharts are good way to communicate the details of a process to all concerned e.g. programmers use them to write commands that will create the computer system. Some processes are so complex that it becomes difficult to represent them clearly in a flowchart. Flowcharts can help people analyse problems, highlight bottlenecks and is a good way to document a process. If an alteration needs to be made to the system, the flowchart usually needs to be redrawn. If it is a complicated flowchart, this can require a lot of work. Flowcharts enable an organisation to have a record of standard business processes. People need to understand what the flowchart means and what the different symbols represent. You cannot give a flowchart to a novice and expect them to understand it. The Use and Analysis of Survey Data The goal in any survey is to collect accurate and complete information. In order for a survey to be effective and provide meaningful data it should be conducted in a uniform manner i.e. all respondents must be asked the same question in the same way. Conducting a face-to-face interview and the completion of a questionnaire are 2 popular ways information is collected. Advantages/Disadvantages of Interviews Advantage Disadvantage Questions are fully completed as respondents can clarify points further with the interviewer. Interviews have to be pre-planned. A time and a place has to be convenient to both individuals. An individual may cancel. Detailed information can be gathered in a variety of formats e.g. written, voice recorded. Interviews can cause a change in behaviour and respondents may feel pressurised into giving an answer they would normally not give. The interviewer can give feedback to the respondent e.g. Thats important to know. This can be used to keep the respondent talking and therefore is likely to give more in-depth answers. Interviews are time consuming, costly and information taken by the interviewer may be too detailed, illegible etc Advantages/Disadvantages of Questionnaires Advantage Disadvantage Can reach a geographically wide spread area. Poor completion and return rate. Many people can be reached in this way quickly and cheaply Points cannot be clarified further and writing may be illegible. Easy to conduct statistical analysis on. If they are simple they have little information. If they are complex they may be difficult to understand. The health centre relies on information being up-to-date and accurate in order to plan or make decisions in the short/long term e.g. depending on the number of patients the health centre has will dictate the number of doctors it has on call. The type of information gathering techniques used will depend on the type of information required: * Quantitative information This is based on numerical facts, figures and statistics e.g. number of patients who are male, sales figures etc. * Qualitative information This provides depth and detailed information. It takes into account views, judgements and opinions etc. The type of questions asked will determine the type of responses given: * Closed ended questions These can usually be answered by a simple yes or no. They are restrictive and can be answered in a few words e.g. does this answer your question? Or can I help you? * Open-ended questions They require a more broad and lengthy answer and are used to gain more information from the respondent e.g. When you say [topic], what do you mean? Or What do you mean by [topic]? Hardware Software that could be used in a Health Centre Hardware Device Function Health Centre Applications Keyboard Input Patient detail input, database, spreadsheets. Mouse Input Most computer users prefer to use this. Scanner Input Scan hand written notes into the system (maybe from previous doctor). Digital camera Input Photo ID held on the system Temperature sensor (thermistor) Input (sensor) Environmental and safety control systems Smoke detector Input (sensor) Environmental and safety control systems Proximity detector Input (sensor) Environmental and safety control systems (doors) VDU Monitor Output Any application requiring Graphic User Interface (GUI) or information display. Receptionist: to up-date appointments Doctor: to view patients history Flat Screen VDU Output As above to save space LCD Display Output As above using laptops or in bright sunlight. Have limited viewing angle. Inkjet printer Output High quality low volume graphic publications and reports. Laser printer Output Volume printing such as welcome letters to new patients, mail shots to advise patients of changes in surgery hours etc. Dot matrix Printer Output Where multi copy output is required e.g. prescriptions. Software Programme Function Theatre Applications Database I/P Process O/P GUI Patient appointment system. Mail shot production. Spreadsheet I/P Process O/P GUI Financial analysis and reporting. Control programme I/P Process O/P GUI Environmental and safety control systems e.g. fire safety system. Word Processor I/P Process O/P GUI General office purposes. Patient letters and mail shots. Control Systems A control system is a system of hardware and software thats used to control the operation of a piece of equipment. Two types of control systems: * Dedicated: these are basic systems that carry out a pre-programmed set of instructions e.g. traffic-light system- lights change at fixed time intervals. * Computer-controlled: these use a computer to control the output device, and this computer can be connected to a sensor e.g. pressure pad sensor for automatic doors. Sensors measure physical qualities in the environment such as heat, light, pressure, sound etc. In order for a computer to control something there must be three things present: 1. A means of getting the information into the computer: An INPUT 2. Instructions for the computer to do something with the input: A PROCESS 3. It then has to be able to alter something in the outside world: An OUTPUT Most computer controlled systems use a feedback loop which is when information from a sensor is used to control the output device. The sensor sends signals back to the computer and the computer decides whether to make any changes based on this information. This happens again and again in the loop system. The flowchart below shows a loop system which represents a system for monitoring light levels outdoors and turning on a lamp when it gets dark (i.e. when the light intensity is less than 50 ona scale). Computer Controlled Systems Advantages Disadvantages Computers can respond instantly to changes. The system is expensive to purchase Systems can be running 24 hours a day, 365 days a year. Special software is needed. Computers can process data quickly and machines can operate faster than humans. If something unexpected happens, the system may not be able to think for itself. In the health centre the possible control systems are: A security alarm system which may have an infra-red sensor which sends a signal when the beam is broken. A heat sensitive sensor in the corner of a room which may detect the presence of a person. Temperature sensors which could be used to control the heating in the health centre. Analogue and Digital Signals Digital and analogue are two different types of transmission systems: * An analogue signal can be represented as a series of sine waves. The term describes any fluctuating or continually changing process. An example of an analogue signal would be the data sent along a telephone landline. An analogue sensor can take a range of values e.g. a heat sensor. * A digital signal has only two values On and Off. Data transmitted or stored with digital technology is expressed as a string of 0s and 1s. Each of these digits is referred to as a bit (and a string of bits that a computer can address individually as a group is a byte). An example of a digital signal would be the data sent into a television via a digital cable. An analogue sensor can only be On or Off e.g. pressure pad sensor. Computers cannot deal with analogue signals and therefore requires an analogue to digital converter (ADC).This is used to change the analogue data into digital data to allow the computer to process the information The ADC is connected between the sensor and the computers input/output port. Once the computer has processed the data, the output often has to be converted to an analogue signal and so a DAC (Digital to Analogue Converter) is used. Database Systems used in a Health Centre A database is an organised collection of data which is organised into fields and records. The main benefit to the health centre for having a database is that it allows them to search quickly for specific patient information. Databases can be: * Flat-File All data is stored in one large table which can be viewed by opening one data file. It can be created using a database system or a spreadsheet. It is ideal for small amounts of data that needs to be human readable or edited by hand. With this type of system there is unnecessary duplicating of data which can mean that mistakes are more likely to happen during data input. * Relational Data is split up into sensible groups and then stored in separate tables. In the case of the health centre they could have a table with customer data, a table with appointment data etc. All the data is linked together by key fields and a database management system (DBMS). This means that data does not have to be duplicated. Relational databases also have built in functions which allow retrieval, editing and sorting of data to be much quicker.

The importance of play for the childs development

The importance of play for the childs development This literature review collates evidence on the importance of play for the childs holistic development in early childhood. Concepts, theories, benefits of play, social policies, curriculum standpoints and the continuous conflicting debates which are related to this area were studied. A discussion of my personal experience which correlated to the literature review is also included. Selected literature was researched from peer-reviewed journals, books, articles and other materials relevant to this topic. The terms play, childs development, creative arts, theories and curriculum texts were chosen to evaluate this theme. Literature review It is a well-known fact that since time immemorial children kept themselves busy in play activities. Historical artefacts which can be interpreted as toys were found in various places of the world, including Malta. The National Museum in Valletta, hosts stone balls and beads which are thought to date back to the Neolithic phase (ca 5200BC). This indicates that play was always important in a childs life and as a consequence, educators delved into past studies of philosophers and early childhood education pioneers, who interpreted different views about play (Saracho et al., 1998; p.5, Wood et al., 1996; p.17, 20). In order to understand better the importance of this topic in a childs early years, an overview of different views of key theories, and definitions was researched. Different theories and definitions of play Early pioneers, scholars, and philosophers such as Plato, Comenius, Locke, Pestallozzi, Froebel, Steiner, Montessori, Freud, Erikson, Piaget, Vygotsky and Bruner all focused on the importance of childrens play and its relation to childs development (Anning, 1991). The first discussion of play appeared in the works of Plato (427-348 B.C.E.) the ancient Greek philosopher who maintained that one can get to know more about a person in an hour of play than in a year of discussion. He also acknowledged that play is an effective tool for children to develop their cognitive and social skills which would prepare them for their future life (Quinn, B.,  Foshay, R.,  and Morris, B., 2001). Comenius (1592-1670) in particular, believed in impulsiveness of play which boosted up childs creativity, while Locke (1632-1704) viewed play as a necessary and important part of personal development (Cassel R.N.,1973a 10(1), 42-45). Similarly, Pestallozzi (1726-1847) believed that children learn through experience and activity, (Wardel, F., 1995, v 50 n3 p.68-73). Froebels (1782-1852) pioneering work suggested that children learn best through play, free self expression, social participation and creativity and saw play as a process in which children showed their inn er self (Anderson, C., 2010, v65 n2 p54-56) while Montessori maintained that sensory stimulation during play helps the child construct and guide his own learning. (Soundy, C., 2010, v22 n4 p18-25). Both Steiner and Froebel believed in free play, where the child had the opportunity to choose the topic of the play without constant interference or involvement by an adult. (Brehony, K. J., 2001) But on the contrary to Froebel, Steiner believed that play is not limited only to toys but included cooking, painting, and action songs (Edwards, C.P., 2002, v4 n1 Spr 2002). Steiner and Montessori had similar views, in particular that of helping the children realise their full abilities through play ( Edwards, C.P., 2002, v4 n1 Spr 2002) Studies show that educational theorists also recognised the importance of play. According to Sigmund Freud, children employ pretend play to help them cope with everyday problems (Elkind, D., 2001 n139 p27-28). Play helps them change the unpleasant situations that would overcome all their difficulties (Saracho et al., 1998; 7). On the other hand, Erikson (Lillenry. O. F., 2009) described play as a primary motivation to develop socially and emotionally. In yet another definition, Jean Piaget (1886-1980) who has influenced educators for the past three decades (Wood et al., 1996; p.20; Tyler, 1976; p.227). from anna) viewed play as having a strong influence on the intellectual development of the child. Furthermore, Piaget argued that the purpose of play for the child is, that it gives fulfilment and allows development involving accommodation and assimilation (Taylor., J.B. 1996; v7v5 p.258-9) ericp. The theoretical model, which Piaget applied to his theories, was the concept of schema. Schemas are evolving structures which change from one stage of cognitive development to another (Nutbrown.C., 1994). Piagets definition of the child during play is of a scientist working actively on tangible objects, imaginary events, in a stimulating environment, while processing, constructing knowledge and understanding (Wood et al., 1996; p.21). Piagets study implies that while the child is active in play he absorbs information, and cognitive development occurs (Blenkin et al., 1981; p.28). According to Smith et al (1998), Piagets approach provided the most complete explanation of how play is the most significant factor in intellectual development. In a similar approach to all other theorists, Vyg otsky also points out that play can serve as a powerful tool for learning and development (Nicolopoulou, A., Barbosa De Sa, A., Ilgaz, H., Brockmeyer, C., 2010, v17 n1 p42-58). However, Vygotsky challenged Piagets conclusions. While Piagets theory states that a child will develop and learn while he interacts with the environment, Vygotsky implies that a child learns best through social interaction (Saracho et al., 1998; p.7). anna As studies reveal, Vygotsky placed more weight on play as serving an important role in the socialising development. His theory of the zone of proximal development (ZPD) specifies that when guided by experienced individuals the child moves on to the next level of cognitive functioning (Smolucha et al., 1998; p 53, Wood et al., 1996; p.55). This adult-child joint play activity fosters development in both adults and child (Ferholt. B. Lecusay. R., 2010; v17 n1 p.59-83). eric The level of development that can be reached with an adult, is far greater than what can be achieved alone (Ford 2004). Vygotsky also implies that while the child engages in play, the ZPD is created and the child always behaves beyond his average age, above his daily behavior; in play it is as though he were a head taller than himself (Vygotsky, 1978, p. 102). In contrast to Vygotskys and Bruners theories, Piagets studies took another different approach. In Piagets theory the teacher acts as the facilitator for the young scientist, whilst Vygotsky and Bruners ideology is that the child and adult work together in order to develop new schemas. INSERT Jerome Bruner is one of the most important figures in education and his theory of play influenced other educators (Takaya, K., 2008, v39 n1 p1-19). Nevertheless, each of these different theoretical positions make an important contribution to our understanding of why these theorists work has become increasingly popular in todays education. (Wood et al, 1976; Crain, 1992; Broadhead, 2006). In yet a further definition of play, is given by Pellegrini (1991) and Saracho (1991) who used Rubin, Fein and Vanderbergs (1983) ideology and implies that play dominated by childs activity, while being spontaneous free of rules, and controlled by the players themselves. An equally significant description of play is given by Herbert Spencer, (1820-1903) an English philosopher and sociologist, who defines play as a channel or vent to let out the surplus energy which reduces tension, whilst Karl Gross (1861-1946) in The Philosopher of Art, alludes to Plato, when he maintains that play is the process of preparation for adult life. Similarly, Tina Bruce (2001, p. 112) believes play to be the highest form of learning and development in early childhood. sarah. This point is also sustained by the work of Moyles (1989) who maintains that play is vital for the growing child as it is an excellent learning medium. Sarah Certainly there is no shortage of limitations and misconceptions within the se views and definitions. Although the description of play remains highly popular, it is however important to note that many writers encounter difficulties when it comes to find a precise and conclusive explanation of play. (Moyles, 1989; Greig, 1998). Greig (1998) also highlights that the most difficult factor of defining play is due to the ambiguity of the whole concept. sarah As Smith (2000, p. 80) pointed out the boundaries of play are fluid and therefore it is difficult to provide a definite meaning. sarah Similarly, Peacocke (1987) argues that the misconception of the word play causes parents to have a false impression of its learning and developmental ability. Brierley (1987) points out that, if a task is easy or unimportant, we as adults refer to it as childs play. This was also supported by Moyles (1989) who argues about the importance of a different terminology for the word play, as it is usually used to signify something trivial, when in reality it is the core of learning . sarah Despite these limitations of the concept of play, its popularity in its beneficial contribution towards the childs development remains high. Educators and pioneers who advocated the use of play in education, emphasise that children expand their knowledge and developmental skills as they play alone, with others or when they interact with the environment (Clover, 1999 in Ashibi, G.S., 2007, Vol.35, no2, p. 199-207 ). It can be said from the above analysis that all these theoretical positions make an important contribution to our understanding that play is vitally important not just to childrens emotional and social development but also to their intellectual development. This review of literature depicting the work and theories on early childhood education clearly shows how the educators sought to establish the uniqueness and importance of play in childhood as a fundamental stage where they acknowledged its significance to learning and development (Wood et al., 1996; p.1). insert Further research in this study about the benefits of play, proved that they are consistent with the repeated arguments in the history of theories of play, which emphasis the power it has on childrens physical, emotional, intellectual and social development (Saracho et al., 1998; p.7). The importance of play during childhood Play helps the child flourish the skills which are very important to later growth and development (Leoeng, D. J., Bodrova, E., 2005, Vol.13, Iss. 1; pg.37).This study seems to strongly indicate that there is a connection between play and the development of cognitive, emotional, physical, and social skills that are necessary to learn more complex concepts. Play is also attributed to the growth of memory, adjusting behaviour, language, symbolic recognition, (Leong, D.J.  and  Bodrova, E.,   2005, Vol.13, Iss. 1; pg37)  and other skills such as literacy, problem solving, negotiation, turn-taking, cooperation, and social understanding ((Ashiabi, G.S., 2007, Vol.35, no. 2 pgs 19-205). The intention of the following literature is to give substantial evidence that free play including Steiners ideology, within a Montessori settings, is the key to the development of physical, cognitive, and social skills, for all children. Play and social development sarah A child being separated from his parents for the first time to attend kindergarten tends to be unsociable, and shy. At this time he has to learn how to mix with other children and develop social competence. As Smith (2000) highlights, it is through play that children establish healthy relationships with others. Active participation in free play does not only support the childs development of a sense of self but also enhances the development of the childs ability to team up with his peers. (Gerhardt, 1976: p.236 ) (anna) In order to fit into society, children have to learn how to accept and get on with others. (Reynolds, 1987; Woolfson, 2001). Sarah Connolly and Smith (1978, v10 n2 p86-97) observed pre-school children during free play sessions and noted the period of time the children had been attending the nursery school. They found that sociability in play was more correlated with time spent at the nursery than with the childs age (Connolly, K., Smith, P. 1978, v10 n2 p86-97). Studi es all imply, that play is an important activity of early childhood (Smolucha et al., 1998: p.42), Insert where peer interaction is important for social-cognitive development (Creasy et al., 1998: p. 12; Soundy, C.S., 2008, in E.C.E. J.2009 36:381-383). Play is a form of social behaviour, which requires children to act and react to different circumstances while engrossed in solitary, parallel or social play. During play, children experiment and practice new social skills and behaviours (Creasy et al., 1998, p.126). INSERT, test their assertiveness, tackle conflicts, take decisions, and make choices and mistakes (Tyler, 1976, p.242). INSERT Play also helps to increase childs ego, peer-group identity and build up abstract frameworks (Wood et al., 1996, p.145). Social competence is promoted further through the development and refinement of certain skills, such as sharing, cooperation, problem-solving, and perspective taking (Creasy et al., 1998; p.126). Insert Social and cognitive play are inter-related, when even in the simplicity of working together in sharing paper bits and pieces to make a collage, children do not just socialise but also develop intellectual skills (Seefeldt, 1976b; p.178). INSERT Play enhances Intellectual Development Children have an innate capability for learning, and play is the medium through which most learning takes place (Manning and Sharp, 1977; Smith, 2000). During free-play children are confronted with high levels of cognitive tasks. As children enjoy playing it has been established that pleasure is the factor which helps in absorbing knowledge (Bruce, 2001). Imposing rules on their play creates a conflicting anxiety, between doing what brings enjoyment and what decreases the rules that limit that pleasure (Pellegrini, 1998; p. 225). In this situation the child learns to deal with aggression, assumed leadership, respect, love, and anger. Observing peers who find new ways of tackling problems builds respect, empathy, and understanding of ones own skills as well as those of others. Fisher (1996) points out that a child engaged in an intellectually stimulating activity is just as active as the child pedalling a tricycle. In a similar fashion, vigorous play interrelates to the physical devel opment of the child. Play promotes Motor Development In a society where families live in high blocks of flats, the amount of play space is restricted. It is crucial that nursery schools provide space and play equipment for the child to develop his fine and gross motor abilities (Lester and Russell 2008). Psychologist Jane Healys study shows that physical play is essential for those children who live in inadequate environment (Healy, J. in Schroeder, K., 2007. Vol 72, iss 5; pg 73-74). Active play is associated with gross motor skills. It is a known fact that physical activities during play promote a number of health benefits including organ growth and muscle building. It is also said that through physical activities, the child understands and listens to his peers ideas while this creates roots of democracy (Gerhardt, 1976; p. 258) and help child develop a perception of friendship which will also help him solve emotional problems (Saracho, 1998; p.240; Lillard, 1998; p. 14). For years, therapists have used play therapy as an intermediat e for helping children with emotional problems. The use of Play in therapy Play therapy is based on Freuds theories where he implies that play becomes the mirror to the subconscious (Moyles J.R., 1994; pg90). Play therapy is used with children from special areas, especially with children with disabilities or post-traumatic stress (Porter, M.L., Hernandez-Reif, M., Jessee, P., 2009, v179 n8 p1025-1040). The way the child plays is a reflection of his unconsciousness, since through play the child expresses his deepest conflicts which may be the root of his present condition (Manning and Sharp 1977 p. 13). In addition to this, they highlighted how children suffering from stress would find interacting with others difficult and state that. children cannot learn effectively unless they maintain their emotional and social equilibrium. It is within play, that children come to terms with their own lives, and develop the ability to cope with stressful situations (Smith, 2000; Bruce, 2001). The therapist uses psychoanalytic techniques together with play to help childre n with certain conditions, express and overcome the feelings of fear, anger or stress (Smith, 2000; Bruce, 2001). This is not just beneficial for children with emotional problems but also for children with other diverse special needs. The importance of play for children with special needs As mentioned in other paragraphs, play may enhance various skills, facilitate academic learning and be used as a therapy for all children (Myck-Wayne, J., 2010 Vol 13, n 4 p. 14-23). An equally noteworthy benefit of play is, helping children with special needs (Tuominen, W., 2005, Vol 35 Iss.10; pg 77). During play, peers serve as role models and these children learn to socialise and interact with others at school and in their community (Tsao, L., McCabe, H., 2010, Vol 13 n 4 p 24-35). Similarly, play can also promote interpersonal skills through observational learning and imitation ( Mastrangelo, S., 2009, Vol 42 n1, p 34-44). When play is integrated with music, drama, puppetry, miming and drawing, it will meet the needs of all the childs developmental areas namely, communication, physical, cognitive, social, emotion and adaptive development (Darrow, A. 2011, Vol 24 n 2 p.28). Having considered all this, one has to conclude that since the establishment of Froebels kindergarten, and Steiners ideology it has been recognised that play and expressive arts are the most suitable way in which all children learn and develop (Pinar, 1998; p. 167) ANNA CONTINUE FROM HERE 10 3. 11 The benefits of play and creative arts insert all referen page 31 from anna Play and arts have been a part of early childhood programmes since the establishment of the kindergarten by Froebel, and subsequently integrated in the early childhood curriculum of other theorists-educators (Saracho et al., 1998; p.4). insert There are no studies that suggest that growth, development, or learning are nurtured by a serious climate (Tyler, 1976; p.241). A classroom is meant to be full of playful learning or creative play (Tyler, 1976; p.241) and any school curriculum should be tailored to increase pupils enjoyment of learning (Guidance for Curriculum Managers in England, 1999; in Silcock et al., 2001; p.42). These statements augur that the teacher determines the creativity of play and expressive arts in a classroom (Tyler, 1976; p.238). Expressive arts have always held an important position in early childhood education. The kindergarten of Froebel, and Steiners ideology which introduced children to a variety of playing activities, began a long tradition of including expressive art in the learning programme. (Nutbrown. C., etc check_ and insert in ref_ This powerful relationship between art and play help the child to strip away rules and restrictions. Children are keen to explore and experiment with materials; they are sure to find drawing, painting, singing, miming, puppetry and modelling intriguing and gratifying experiences (Seefeldt, 1976b; p.177). Insert Review of the research and writings point out the interaction between play and art and see it as a developmental link which is exercised by the child whereas through play and arts, children develop the ability to cope with the world and cultivate their creativity. (Sarachao et al. 1998, p.8) insert Similarly Freud (1959; p. 143,144) believed that there is a spec ific link between childhood play and creative arts: should we not look for the first traces of imaginative activity as early as in childhood? Might we not say that every child at play behaves like a creative writer, in that he creates a world of his own, or, rather, re-arranges the things of his world in a new way which pleases him? These interactive activities are important factors to the development of the whole child enhancing the cognitive and psychomotor development (Wood et al., 1996; p.75). Getting acquainted to the arts enriches their cognitive development (Wood et al., 1996; p.143). Insert and it also enables the child to identify, observe, discover, recall and compare; judge and imagine (Shelley, 1976; p.205). INSERT It also helps the child manifest his emotional skills (Tyler, 1976; p.233). insert It reveals the unity of learning and cognitive development (Wood et al., 1996; p. 143). insert Recent research has shown that involvement in role play positively correlated with later success on tasks of mental representation (Kavanough et al., 1998; p,94). Insert In role-play, creativity and imagination are both important procedures which help to direct, influence and generate the complexity of the activity. (Wood et al.,1996; p.147). This author continues to sustain that the roles children create, do not j ust involve actions and speech, they also generate feeling states which link both affective and cognitive processes. Similarly, music can also be included with joyful learning. When children clap, count or sing to themselves, they demonstrate the sensor motor intelligence where the repetition of action, guides the repetition of word or thought (Shelley, 1976; p.205). INSERT Eisner, (1979) Insert argues that, far from being a fringe activity, artistic expression makes its own unique contribution to the process of learning and in the childs more general cognitive development (Blenkin et al., 1981; p. 188, 189). INSERT But however, as in many areas of childhood the subject of how a child learns and develops is full of debates. As in the case of play-based learning, there appears to be a tendency that policy-makers and parents sometimes, view creative arts in class as unimportant and not completely academically beneficial to the development of the child (Moelock, Bown, Morrissey, 2003, p.41). But this is not always the case as this research on policies and curriculum standpoints in various countries demonstrated. insert from file. Policy and curriculum standpoints about play and creative activities in nursery schools Following Steiner, Frebel, Piaget and other pioneers, play nowadays is an integral issue of the curriculum in an English nursery school. The English Curriculum encourages self-initiated free play in an exploratory environment (Hurst, 1997; Curtis, 1998). Yet one should also point out that Piagets theory somehow influenced the present Early Years Foundation Stage (EYFS, 2007) INSERT FROM LAST ASSIGNMENT curriculum, as this pursues a stage and age approach to learning and hands on activity or play. In a similar manner, Froebel (in Brehony, K. J. 2001. 6 vols) states that creative play is the work of the child and an essential part of the educational process. By the 1960s play activities had been officially approved in the UK as this extract from the Plowden Report (C.A.C.E., 1967, p.193) indicates: We know now that play in the sense of messing about either with material objects or with other children, and of creating fantasies is vital in school. Adults who criticise teachers for allowing children to play are unaware that play is the principal means of development in early childhood. It clearly implies that free play is the best method of development in the childs early years. At the same time it states that: in play, children gradually develop concepts of causal relationships, the power to discriminate, to make judgements, to analyze and synthesize, to imagine and formulate. The Birth to Three guidance documents also reminds educators that children need to explore with all their senses. There have been many debates about the education of young children in recent years, mainly due to the implementation of policies such as Supporting Families (Home Office, 1998), as well as initiatives such as the National Childcare Strategy and Sure Start (Pugh, 2005). However, a review of research and theory reveals that play faces the problem of not being recognised within the curriculum. Studies also state that the commonly-held view that early teachers encouraged learning through play was more myth than reality (Wood et al., 1996; p.5). Continuous policy changes and the constant increase of the material surplus in the curriculum appear to conflict play (Bell, 2001; p.141). Policy-makers are still faced with many dilemmas in the way they conceptualize play with its relationship to learning. The President of Alliance for Childhood, Joan Almon in Schroeder (2007, Vol.72, Iss. 5; pg 73-74) argues that policy makers are not fully aware of the importance of play. Political issues suffocate the possibility of early learning experience and emphasise on formal methods of academic learning (Schroeder, 2007, Vol.72, Iss. 5; pg 73-74). With increased emphasis on academic skills, creative activities have become blurred (Leoeng, D. J., Bodrova, E., 2005, Vol.13, Iss. 1; pg.37). Young children may not have the ability to learn from any formal instruction, but learn through social interaction, creative play and exploration (Dockett, Perry, 2002, Vol.3 No 1., pp 68-69). Similar views are expressed by Raban (2002, Vol.26 (3), pp. 7- 8) who states that: pedagogy in early years settings has become more formal, not least, for example, as a result of doubt about the expectations of Ofsted inspectors and the impact of initiatives such as the Literacy Hour. Play and art activities are being segregated from school as play is being given the implication that it is something supplementary. Reeves from The Guardian (2002, p .13) implements that: trends in education policy are making things worse. The national curriculum is inflexibly enforced, is like an unreasonable edict from head office. The testing virus is out of control and emphasis is given to proper subjects such as maths and science, while art, music and drama are further downgraded. Myra Barrs (2002), the author of the article Best for Bambini recognises the atmosphere of pressure which exists in the introduction of formal education at a very young age. She insists that the obsession of policy makers to begin formal education at a young age impose pre-school testing and assessments. Noting the compelling nature of this article this question remains controversial. While most early years organisations are in agreement that children should not start formal teaching at an early age, there are many others, who see an early start of formal education as a childs potential advantage in todays competitive world. A view that contradicts this is articulated by Dockett, et al., (2002 Vol. 3, No 1. pp. 68-69) who contends that : children under the age of four or five may not have fully developed the cognitive and social skills that facilitate learning from formal instruction. Such research has led some to question the value of formal education at an early age and to suggest that a focus on social interaction, play and exploration might be more valuable. In an article by Henderson, in The Times (1999, p. 12) relates that studies in educational achievement show that Italy and other European countries where the statutory education starts at six or seven surpass those children who start formal learning at a younger age. A further research on this literature revealed that in Norway, Denmark, Sweden and Finland although children are encouraged to learn through free play and not taught any reading or writing until they reach the age of seven, score in the top ten for reading standards (Synodi, E., 2010, v18 n3 p185-200) This approach is also similar in Hungary, Switzerland and Austria where there are strict guidelines not to start on literacy and numeracy until the age of six and seven. These too do twice as well in reading tests than children who are exhibited to formal teaching at a young age. (Henderson,1999, p.12). In Singapores educational policy, academic skills are given much attention and many parents are still uncertain of a play-centred curriculum. As a result, children are deprived of free play and many children have not acquired social skills (Tan et al, 1997). file write in full Similarly in Malta, adults view play and arts not so important to the academic development of the children (The Times of Malta, Editorial supplement 2001). Insert Children start pre-school at the age of four where the main aim is to prepare them for more formal instructions in grade one class. It is also understood that the main aim of the curriculum in the kindergarten level is to enhance the holistic developme nt of the child where each area of childs development is considered important (The National Minimum Curriculum.1999, pgs 34, 35). The N.M.C. document of the Maltese Ministry of Education considers play as a natural process and recognizes it as the key pedagogical means. (N.M.C. 1999, p.76). Creativity definitely enjoys privileged significance throughout the N.M.C. document. In formulating the document, creativity is not only linked to the expressive arts, it is also identified as the driving force that should aid the teacher in devising classroom curricula. In the introductory message of the document the Minister of Education state: The process (of change) will be one of creative changes in each school and with each teacher as they develop their own more detailed syllabus, resources and methods guided and inspired by this document. (NMC. 1999, p.6) Despite the previous arguments there are many reasons to think that play is the most valid way in which children learn and develop (Pinar, 1998; p.167). Major issues and debates It can be seen from the above analysis that psychologists and educators have demonstrated that play is unquestionably part and parcel of life of a growing and developing child. Nevertheless wrong concepts of play remain a growing problem. Cultural issues, socio-economic issues, and educational policies of a society could influence adults perception towards the value and purpose of play. This analysis, unfortunately, implies why parents presume that children are not learning anything worthwhile if they are just playing. Parents perceive that play in itself serves no productive purpose and does not work towards any particular goal (Moyles, 1991, pp.10). As a result many parents believe that making children learn at a young age will help them succeed at school (Schroeder, K., 2007. Vol 72, iss 5; pg 73-74) and that the knowledge of the alphabet and counting numbers are more important (Ashiabi, G.S., 2007, Vol.35, no 2 pgs 19-205). Piaget often argued that play is often neglected by adul ts because they think it has no significant function (Piaget and Inhelder, 1969). DISS sarah Insert According to Broinowski ,(cited in Bloch and Pellegrini 1989, pp.17-19) he remarks that free play of childhood is at risk. At the same time he expresses his worries when he implies that children are being hurried to grow up and are growing up without childhood. Parents and educators have raised their academic expectations for their children so, play, and do not contribute towards to the childrens academic development. In this sense they send them to various organised extra curriculum activities (Bloch and Pellegrini, 1989, pp. 28-29, Chudacof 2007). Although these structured activities can enhance and have a

Health and Safety Management in Beauty Salons

Health and Safety Management in Beauty Salons Outcome 1 Be able to implement health, safety and security practices in the salon 1. What is a risk assessment? A risk assessment is the process whereby the employer identifies hazards in the workplace and analyses their potential risk in an effort to determine or control the hazard. The employer must inspect the layout of the salon and the work activities undertaken by the staff in order to evaluate the potential risk of harm, accidents, or illness. Risk assessments in the workplace are governed primarily by a tripartite of laws. They are: The Health Safety at Work Act 1974 The Workplace (Health Safety Welfare Regulations) 1992 The Management of Health Safety at Work Regulations 1999 Given these laws, employers are responsible for the protection and safeguard the welfare of the staff working at the salon and members of the public that visit the salon. It is also the employer’s responsibility to notify the staff and visiting public of potential health and safety risks. A risk assessment identifies a potential hazard, identifies who might be harmed and how, determines the protection in place, evaluates the likelihood and severity of its outcome (typically on a scale of 1-5), and stipulates the risk rating (typically on a scale of 1-25). In the salon, for example, one potential risk is the damage and harm that could arise to both the clients and members of staff while operating Laser and IPL Equipment. By conducting a risk assessment before anyone operates the equipment, the risk can be reduced, even if it cannot be completely eliminated. Normally the owner or a member of management, or even an outside company, would do a round of the premises and conduct the risk assessment before any staff or clients are allowed to engage with the workplace. A risk assessment, simply put, is a set of preemptive and calculated measures with the goal or reducing or elimating risks and hazards in the workplace. One may determine whether a hazard poses a serious risk by looking at past experience with the hazard, industry codes of best practice, information from respected organisations, testing results, information about products involved, and legislated requirements. The risks are rated after factoring in the amount of staff and clients exposed to the risk, the severity of the risk, frequency of exposure to the risk, and the probability of the risk. Methods of hazard control include elimination, substitution, protective equipment, and imposed controls. All hazards in the workplace should be consistently monitored and reviewed and controls should be implemented based on the findings. 2. What are the reasons for a risk assessment? The primary reason for a risk assessment is to remove hazards, or reduce their risk, from the workplace by adding precautions in order to create a healthier and safer environment for staff, customers, and visitors. Risk assessments are an essential facet of a good health and safety management plan in the workplace. Risk assessments help in the following areas: Create hazard and risk awareness Identify individuals at risk (staff, clients, public, etc.) Create priorities for controlling hazards Prevent injury or illness In a legal sense, the risk assessment is important because accidents at work can be considered criminal negligence on the part of the employer as of the Health Safety at Work Act 1974. Criminal proceedings can be brought against the employer if someone is injured in their workplace. Further to this, the onus of proof is on the employer if an accident is to occur on their premises. An accident in and of itself will be considered proof of negligence in court and it is up to the employer to provide refuting evidence. Given these legal considerations, the employer must draw up a risk assessment and make employees aware of it. The risk assessment is important because it can remove hazards and risks before they affect someone, resulting in lengthy legal proceedings for the employer. It will help the salon manager to look at existing practices undertaken and to identify shortfalls and present potential hazards. In relation to IPL and Laser Class 4 and Class 3b, lasers can cause damage, perhaps even permanent damage, to the eyes of both the client and member of staff. This damage can be caused by looking directly at the beam or the reflection of the beam through bounce back. Laser beams can cause any of the damage listed below: Burn the skin Ignite flammable materials Heat up fabrics and material that can release gases, debris, or hazardous fumes. Indirect hazards could include forms of radiation, gas leakage, and electric shock. There are many other associated hazards of the laser (including smoke/vapor, chemical, mechanical, and electrical), which would require a risk assessment. By carrying out a risk assessment, and evaluating the potential hazards attached to this type of equipment, it will help the owner or manager to put safety measures and controls into the salon workplace. 3/How effective is a risk assessment In order to analyze how effective a risk assessment has been you would need to measure the outcomes. The risk assessment, in theory, needs to be put into practice for it to be effective. Staff must be aware of any changes immediately. Once the risk assessment has been implemented, the new practices require measuring in order to be managed and the efficacy to be observed. The risk assessment can serve as a set of goals and practices to put in place. Once they are put in place, the employer should outline a set of Key Performance Indicators, which will inform one of whether the measures and controls in place have been met. A simple method of measurement would be that the number of incidents recorded in the accident record book declines. The risk assessment is most effective when every person involved in the workplace is made aware of the hazards, risks, and risk assessment. Employers, employees, and clients must all be aware of their roles in protecting their own and other’s health and safety. An effective risk assessment communicates the needs required of each individual in a clear and easy to understand manner. The effectiveness of the risk assessment can be improved with increased commitment from all people in the workforce, particularly those in senior management. Employers should have good social and communication skills and foster a sense of teamwork in the workplace. The following are some questions that could arise from a well thought out plan: Are there any hazards that have not yet been recognised in the workplace? Is it possible to get rid of hazards totally from the work place? Can the damage be reduced having identified the hazards? In order to protect the staff are the existing health and safety precautions adequate? Without increasing costs can the standard of protection required be achieved? Have alternative cost effective ways of achieving the same standard of protection been exhausted? Have individual members of staff been approached in respect of their thoughts on the risk they face and do they understand why the preventive measures have been put in place? Is the risk assessment process being followed in the salon and are the duties of staff to report these? 4. Why is it important to have health, safety and security practises in place? It is important to have these practices in place because the law requires the salon to be a safe environment for staff, clients, and visitors. If one fails to comply, one could face prosecution by an individual or company. It is important to have health and safety and security in order to protect the physical, mental, and social well being of all concerned. In short, no workers should have to work in an environment where their health, safety, or welfare is at risk. A salon that has these practices in place will be more resistant to adverse legal action and will be viewed favourably by the public. If the salon looks after its employees, they are more likely to look after the salon in return. Employers who feel valued and cared for will benefit their company in the following ways: Staff morale is good; workers are motivated Efficiency is greater; motivation leads to productivity Production increases Staff turnover is less (retention is improved) Insurance premiums are lower The employer is compliant with the law Reduction in number of absences due to illness or injury The company’s reputation is protected The following are the disadvantages for not having Health and Safety and security practices in place: Accidents, in relation to IPL/Laser this could mean burns or eye damage Lost wages Medical treatment Damage to equipment and stock Legal penalties Loss of reputation Difficulty recruiting staff Loss of staff Loss of profits In summation, it makes good business sense to look after the health and safety and security procedures in the salon. 5. What types of health and safety and security practices would be used in a salon? There are many laws that govern the different types of health and safety and security practises used in a salon and the below list could fall under any of them: Adequate toilet facilities and rest room facilities in the salon Safe and healthy equipment that have been tested and appropriately labelled Fire doors clearly marked and staff being made aware of fire regulations and evacuation procedures of the salon (annual risk assessment to be carried out by employees); fire extinguishers and fire blankets are to be kept unobstructed and in constant working condition Obstructions must be clearly marked in order to prevent slips, trips, and falls Records to be kept in the form of a log record book Service Maintenance and yearly checks on fire extinguishers Accident book and recording of any incidents Laser fault log Workers engaged with computer work are to be given periodical breaks and variations in activity, including breaks that encourage stretching, posture changes, and exercise Regular reviews of chemicals and substances used in salon Store all hazardous chemicals in the appropriate manner Yearly electrical/PAT testing of all equipment (staff to be aware and trained in the handling procedures of electrical equipment) Training and ongoing support provided to the staff for the use of equipment and the appropriate qualification before handling Staff to report hazards or incidents to a member of management Workers are not to work alone for long periods of time; at least one other worker must be present for long stretches of time No Smoking rules adhered to Gas safety checks by a registered corgi engineer First Aid Box and first aid training for the staff Client’s records and medical information kept up to date and kept secure and confidential; records not kept longer than necessary Waste is labelled correctly and disposed of correctly via the appropriate waste collection agencies. Staff trained not to carry anything in excess of 25kg and have waist high storage to avoid injury Employees and clients are to be made aware that anti-social behaviour will not be tolerated; police and authorities will be called in the event of any aggressive behaviour and prosecutions will be made; a behavioural contract is to be signed Provide adequate training to staff The salon to be registered with the appropriate local authority for the special treatment licence Sanitize, sterilize, and disinfect equipment daily The salon is to have adequate insurances in place Know the list of Bye Laws for their local area. All employees to have the appropriate employment contracts and be on at least the national minimum wage Assessment of Noise levels within the salon; no loud music; talking is to be kept to sociable volume Health and safety documentation to be read by all members of staff Equal Opportunities with regards to race gender and sexuality Retail products sold that are reliable and dependable. If the salon has a laser /IPL Laser: protection advisor to be put in place and Laser protection supervisor Appropriate eye wear for the laser machines; approved wording on areas of signs and equipment; appropriate training for the laser machines Yearly audit which will cover training records, local rules, and electrical safety checks The following are the counter measures to be put into place The project area will be surveyed on a monthly basis for security and safety. This includes the formal examination of all electrical sockets and fire exits must be kept clear from obstruction and clearly marked. The staff will be made aware of the conduct with which they are expected to conduct themselves. They will be aware of their roles in their own personal health and safety and that of the salon, clients, and other staff members. Any employee not complying with the rules will be warned or removed from the environment depending on the severity of their rule breaking. Minor transgressions will pass with a warning. Serious infractions will require removal. The following risk assessments are to be carried out: General Risk Assessment Fire Risk Assessment COSHH Risk Assessment Expectant Mother Risk Assessment Laser risk assessment. 6. Justify the proposals and recommendations for health, safety, and security practices. E.g. Data protection act All the laws are in place in order to protect the employer and employee of the salon as well as its customers. For example, under the Data Protection Act of 1998, employees must collect adequate information, including any medical condition, employment history, convictions, and credit history, from the first visit. This information needs to be kept up to date and no longer than necessary. It must be kept safe and secure and confidential. The main justification for implementation of the Data Protection Act of 1998 is that it will minimize the risk of hazards in the workplace. Background information is important for removing risk preemptively. Further to this, it is important to have non-discrimination procedures in place. This will ensure that all employees and clients are treated the same, regardless of their gender, race, age, relationship status, or any other factor that does not need to be taken into account in relation to the position. One such non-discrimination policy that must be adhered to is the Equal Opportunity Act of 2010. Given the salon’s presence in the public care sector, it is important to follow The Provision and Use of Work Equipment Regulations of 1998. This is important because following this regulation will determine whether an individual is correct for the job and dictates that employees must be correctly trained and the equipment is maintained. The salon must also be in accordance with the Lifting Operations and Lifting Equipment Regulations of 1998. This accordance will determine that individuals lift and handle equipment correctly and safely and are supplied with the knowledge to do so. 7. Why is it important to follow and comply with the legislation and regulations relating to health, safety, and security practices? It is important to comply with legislation and regulations relating to health, safety, and security practices, for the following reasons: It is a legal requirement by law as well as an integral part of the salon’s practice and policy It protects the salon from legal action or legal claims and possible business closure. It protects the staff and others within the premises and creates a better working environment. It is important because it provides a happier workforce and avoids accidents Regular reviews avoid staff complacency It will reduce staff absence It is an insurance policy requirement It promotes a healthy business 8. How would you manage improvements to increase compliance with health, safety and security practices? The following improvements would increase compliance: Ensure that the staff of the salon have read the health and safety policy of the salon Regular risk assessments that include the laser/IPL Machine Do the necessary yearly checks required by law Ensure the continuous professional development of the staff and provide training if necessary; record all training undertaken Ensure that all the members of staff are aware of their job roles by giving them job descriptions and conducting yearly staff appraisals Keep up to date with changes in the law and local authority Check insurance policies to ensure any new treatments being offered are covered 9. Why is it important to be regularly evaluating health, safety and security practices in the salon? It is important to evaluate health and safety and security practices in the salon because it is a legal requirement and an insurance requirement. For example, under the Data Protection Act of 1998, it is important to ensure customer data is kept up to date and for longer than necessary by regularly reviewing that you are complying with this law. Annual testing of electrical equipment ensures the safety of the equipment and in order to comply with the Electricity at Work Regulations of 1989. Regular risk assessment provides a hazard free and safe environment. Disposing of waste correctly ensures that the Environmental Protection Act is being followed. Regular staff and client feedback allows the salon owner to make the recommended changes. Training records are kept up to date. It is important so that records can be maintained for comparisons. Methods of evaluation could be regular risk assessments including laser equipment, staff appraisals, and audit checks (with LPA to do a yearly audit). If one does not regularly review and monitor the health, safety, and security practices in the salon, one will not know whether or not the risk assessment is complete and accurate. New risks and hazards continuously present themselves. Risks that may have begun as a low priority and low likelihood may jump up the ranks and suddenly become one of high likelihood and severity. Regular evaluation does not need to be limited only to a set date (e.g. monthly or yearly) but rather can be prompted by the occurrence of certain events. These can include: Beginning a new project A change in work environment A change in work process Addition to machinery and tools New employees Moving to a new work environment Employees taking on new skills and responsibilities New chemicals or substances New information

Imagination in Pat Barkers Regeneration :: Pat Barker Regeneration Essays

Imagination in Pat Barker's Regeneration It is through the imagination that we have the power to create and destroy. This theme holds true throughout Pat Barker's Regeneration and for the many characters in this novel who experience both the awful and inspired effects of the imagination. Pat Barker draws on many resources to support this claim, including the Book of Genesis, from which she cites the quotation "The imagination of man's heart is evil from his youth," spoken by the character David Burns on page 183 of this novel. Through this quotation and many other developments, the theme of the power of the imagination, both good and evil, perpetuates itself throughout Pat Barker's novel. The word "imagination" is one that has evolved throughout its many years in Biblical history. Its first and original meaning to the ancient Hebrews was that of "plotting or devising evil" rather than what we think of as imagination today: "the power of freely forming mental images" (Denton 685). The Hebrews thought of the power of the mind, for the most part, in the context of preparation for action rather than simply as a creative power (Denton 685). Although "imagination" in the biblical quote "The imagination of man's heart is evil from his youth" does mean the power to form mental images, it also has a sense of forming these images in preparation for evil action. Through this dual role of the imagination, that of plotting evil and creating images, we see the imagination as a double-edged sword that can be either destructive or constructive, depending on its use. In order to determine further the meaning of this quote, one must go to the Book of Genesis from the King James Version of the Bible, to Genesis 8:21, which reads as follows: "I will never again curse the ground because of man, for the imagination of man's heart is evil from his youth" ("God's" 547). The speaker here is God after He has destroyed the earth with a flood. When the first part of this quote is added to the second part found in Regeneration, one learns that God is resigning himself to the realization that men will always have an evil imagination, or evil tendencies, and that even destroying the earth could not correct these inclinations for evil in the heart and imagination of man ("God's" 548). Because the imagination has roots in the preparation and use for evil, it is easy to see how one could use the imagination for these same purposes in warfare.

Differences in One?s Own and One?s Partner?s Perceptions of Social Skills as a Function of Attachment Style :: essays research papers

Differences in One’s Own and One’s Partner’s Perceptions of Social Skills as a Function of Attachment Style Researchers / Experimenters: Laura K. Guerrero and Susanne M. Jones Goal or Purpose of the Study: To extend research and theory on the relations between attachment style and social skill To gain a clearer picture of how the intersection of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   models of self and others associates with different social   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   skills by testing for attachment-style differences across   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bartholomew’s four-category conceptualization of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   attachment Guide Questions: Are there differences in attachment style that relate to how people recognize their own social skills, specifically in emotional expressivity, emotional control, emotional sensitivity, social expressivity, social control, and social sensitivity? Do people recognize their partners’ social skills (emotional expressivity, emotional control, emotional sensitivity, social expressivity, social control, and social sensitivity) differently as a function of their partners’ self-reported attachment styles? Theories or Models: ATTACHMENT THEORY   Ã‚  Ã‚  Ã‚  Ã‚  Attachment theory provides a useful framework for studying differences in social skills. This theory states that people develop different attachment styles as a result of interactions with significant others, beginning with their interactions with a primary giver which was said to be the parents of a certain child (Bowlby, 1969).   Ã‚  Ã‚  Ã‚  Ã‚  Attachment styles are modes of social interaction that reflect how people view themselves and others (Bartholomew, 1990). Bartholomew’s (1990, 1993) conceptualization of attachment style entails crossing two theoretically-derived dimensions: a mental mode of self (based on whether a person has an internalized sense of self-worth) and a mental model of others (based on whether a person sees involvement with others to be rewarding). When these dimensions are crossed, four unique attachment styles emerge: secure (positive models of both self and others), dismissive (positive model of self, negative of others), fearful (negative models of both self and others), and preoccupied (negative model of self, positive model of others).   Ã‚  Ã‚  Ã‚  Ã‚  Secure individuals are confident that others will like and accept them. They are also comfortable with closeness and experience relatively few interpersonal problems. Dismissive individuals are confident and self-sufficient, but to the point that they often reject interaction with others, and see relationships as both unrewarding and unnecessary. These individuals usually place a premium on activities related to work or self-fulfillment rather than on close relationships with others. In contrast, fearful individuals would like to have close relationships with others, but they worry that they will be rejected or hurt. These individuals generally have low self-esteem and experience considerable social anxiety when interacting with others. Differences in One?s Own and One?s Partner?s Perceptions of Social Skills as a Function of Attachment Style :: essays research papers Differences in One’s Own and One’s Partner’s Perceptions of Social Skills as a Function of Attachment Style Researchers / Experimenters: Laura K. Guerrero and Susanne M. Jones Goal or Purpose of the Study: To extend research and theory on the relations between attachment style and social skill To gain a clearer picture of how the intersection of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   models of self and others associates with different social   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   skills by testing for attachment-style differences across   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bartholomew’s four-category conceptualization of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   attachment Guide Questions: Are there differences in attachment style that relate to how people recognize their own social skills, specifically in emotional expressivity, emotional control, emotional sensitivity, social expressivity, social control, and social sensitivity? Do people recognize their partners’ social skills (emotional expressivity, emotional control, emotional sensitivity, social expressivity, social control, and social sensitivity) differently as a function of their partners’ self-reported attachment styles? Theories or Models: ATTACHMENT THEORY   Ã‚  Ã‚  Ã‚  Ã‚  Attachment theory provides a useful framework for studying differences in social skills. This theory states that people develop different attachment styles as a result of interactions with significant others, beginning with their interactions with a primary giver which was said to be the parents of a certain child (Bowlby, 1969).   Ã‚  Ã‚  Ã‚  Ã‚  Attachment styles are modes of social interaction that reflect how people view themselves and others (Bartholomew, 1990). Bartholomew’s (1990, 1993) conceptualization of attachment style entails crossing two theoretically-derived dimensions: a mental mode of self (based on whether a person has an internalized sense of self-worth) and a mental model of others (based on whether a person sees involvement with others to be rewarding). When these dimensions are crossed, four unique attachment styles emerge: secure (positive models of both self and others), dismissive (positive model of self, negative of others), fearful (negative models of both self and others), and preoccupied (negative model of self, positive model of others).   Ã‚  Ã‚  Ã‚  Ã‚  Secure individuals are confident that others will like and accept them. They are also comfortable with closeness and experience relatively few interpersonal problems. Dismissive individuals are confident and self-sufficient, but to the point that they often reject interaction with others, and see relationships as both unrewarding and unnecessary. These individuals usually place a premium on activities related to work or self-fulfillment rather than on close relationships with others. In contrast, fearful individuals would like to have close relationships with others, but they worry that they will be rejected or hurt. These individuals generally have low self-esteem and experience considerable social anxiety when interacting with others.