Include strategies Essay Example for Free

Include strategies Essay Plan, implement and evaluate at least three activities for children in the foundation stage. You should ensure that across the three plans there are learning goals from each of the 6 areas of learning. Your plans should include strategies for differentiation.  Claire Field  Preston College  Introduction  The purpose of this work is to review the nature and content of the foundation stage curriculum and to consider the theoretical underpinning and underlying principles that have assisted in the formation of this early years practice. Through the planning and implementation of three activities, spanning the full spectrum of the foundation stage curriculum, the writer aims to identify and meet the needs of foundation stage children. This work will then evaluate the provisions for these children and investigate further the ways in which differentiation strategies can be implemented to ensure all children, regardless of their abilities, or stage of development, may receive the curriculum, delivered in a style appropriate to them and their own personal requirements. In 1988 the Conservative government, under the leadership of Margaret Thatcher, legislated that a National Curriculum be in force for pupils between the ages of 5 and 16, because she believed that  a good educational system was essential for the future  success of the nation (Ridley, 1992, p92)  Although a curriculum was in place for ages 5 to 16, there was a distinct lack of standardised learning for the early years. Margaret Hodge joined the Department for Education in 1998 and was responsible for reforming pre-school education policy (www.news.bbc.co.uk 12/10/2006). She was actively involved in the implementation of the Foundation Stage Curriculum in September 2000 and the publishing of the guidance to accompany this. The abilities of children are multifaceted and the foundation stage curriculum gives practitioners a much less rigid approach than the National Curriculum, by following the childrens progress using stepping stones. As the foundation stage curriculum is a government legislated policy, this means that all children should follow it. As it is flexible in the way in which it is implemented, it means that different types of settings can fashion the teaching methods to follow it in their own way. This means that whether a child attends a pre-school, an LEA nursery, a work-based nursery, or indeed a childminder, they are provided with the same curriculum. This is governed by Ofsted who maintain this proviso through their regular inspections. Good planning is essential in ensuring that all the practitioners involved can build a picture of the childrens development programme. Not only does it provide them with a premeditated programme of learning, but it also gives an opportunity for discussion to take place, where they can think about how they can progress children through the various stages of learning. For the practitioner to ensure all areas of the curriculum are covered, the planning must,  entail attention to overall (long-term) planning, medium  and short-term planningfor every aspect of every  lesson (Cohen et al, 2004, p125) Long term planning ensures that all the areas and aspects of learning within the curriculum are covered throughout the whole year and provides a template for the medium term planning. Correct use of the Curriculum Guidance for the Foundation Stage, together with the knowledge of the practitioners relating to the individual children, means that the children experience new and exciting ways to learn through play. The long term plans of the settings must be flexible. They should incorporate the schools ethos and provide for an enriched curriculum with scope for differentiation to allow inclusion. Medium term planning then identifies the specific topics of work to be covered over the term, or half term. From these the practitioner then sets out the weekly activity plans, to guarantee full coverage of the learning outcomes within the set topics. It is vital that the plans cover the whole of the six areas of learning and that the practitioner assesses the progress of the children, in order to make certain that they are all progressing to the best of their capabilities. Recording achievements as stepping stones enables early years practitioners to carry out assessments whilst the children are involved in activities, thus preventing the child having any knowledge that an appraisal of their skills and understandings is being undertaken. Planning and evaluating the success criteria of an activity allows the practitioner to be certain that every area of the curriculum is covered. Piaget introduced three principles of cognitive development and these apply to all of the subjects studied in this report. His first principle is assimilation. He says that children do not absorb all the information they encounter. They actively engage in the assimilation process and learn what is relevant to them at their stage of development. The schema stage is next. During this phase the children relate what they know already to their current situation. The third phase is where the child wishes to seek stability cognitively. He utilises the knowledge gained and applies it to make a general logical picture (Oakley, 2004). From this it is clear to see how the children gain the learning and knowledge applicable to them by interpreting activities in their own way.

Unregulated Capitalism Undermines the Legitimacy of Liberal Democracy E

Introduction In a capitalist system, businesses compete with one another to produce the most innovative merchandise at the most competitive prices; in turn, consumers freely select the most desirable products. According to Adam Smith, this competition, when left unregulated, fosters maximum wealth and the common good (Economist 2-3). Indeed, unmanaged competition may ensure prices are affordable for consumers (2). However, in a global free market that exploits cheap labour; market demand dwindles, resulting in excessive credit lending and debt crises (Li 295-6). In this way, capitalism’s efficiency and promotion of the common good is questionable. Since the resurgence of unregulated capitalism in the late 20th century, social inequalities have grown significantly, with one percent of the most powerful countries attaining more wealth than half the world (Dunklin 2). Canada’s income gap has also risen, exacerbating morbidity and mortality (Bryant 47). However, the extent that government should reduce social inequities is controversial in a liberal democracy, which prioritizes economic freedom. That being said, social inequalities may lead to wealthier individuals gaining an advantage in policy making (Bryant 54; Rein 63), undermining the liberal democratic value of political equality. Moreover, the ideal of economic freedom is shrinking in today’s global economy, which exhibits massive enterprises stifling competition and creating economic instability (Foster 2). In light of these issues, the aim of this essay is to detail how unregulated capitalism detracts from a liberal democracy by undermining political eq uality and economic freedom. Ideals of a Liberal Democracy The values of freedom and equality, which are pr... ...21-134. Retrieved from Academic Search Complete. Raphael, D., Curry-Stevens, A., & Bryant, T. (2008). Barriers to addressing the social determinants of health: Insights from the Canadian experience. Health Policy, 88, 222-235. doi: 10.1016/j.healthpol.2008.03.015. Reich, R. (2007). How capitalism is killing democracy. Foreign Policy, Sep/Oct2007, 38-42. Retrieved from Academic Search Complete. Rein, S. (2009). Radical politics. In J. Brodie & S. Rein (Eds.), Critical concepts: An introduction to politics (4th ed.) (pp. 60-71). Toronto, Ontario: Pearson Education Canada. Shahrokhi, M. (2011). The global financial crises of 2007-2010 and the future of capitalism. Global Finance Journal, 22, 193-210. doi: 10.1016/j.gfj.2011.10.010. Workman, T. (2010). Renewing the left in Canada. Canadian Dimension, 44(3), 49-52. Retrieved from the Canadian Reference Centre.

Standford Prison Experiment

bob February 5, 2013 Research Methods Stanford Prison Experiment 1. Prisoners were put under a great deal of stress. The prisoners were physiologically and physically harmed. Prisoners were stripped naked, chained, and was forced to wear bags over their heads. 2. Yes there was voluntary participation in the experiment, because all of the participants signed up for the experiment. But the acts committed in the experiment most likely weren’t voluntary, meaning that the prisoners did not volunteer to be treated how they were treated.They didn’t know that they would be involved in unethical acts and be treated unfairly. 3. Yes participants were deceived; an example would be that their consent forms were not complete and did not properly address all that would take place in the experiment. There was a huge invasion of privacy, not to mention the surprise arrests. The prison was supposed to be a â€Å"safe environment† to study imprisonment, but Zimbardo did not take i nto consideration that peer pressure would make it difficult to withdraw. 4.Yes I believed the participants were harmed mentally because of the physiological abuse they were taking. I found no benefits out of the harm either way. 5. Researchers try to overcome the ethical issues by saying that the prisoners were treated how real prisoners would be treated. ACJS The ACJS would apply to the prison experiment by letting the guards know that in their professional activities as guards, members of the ACJS are committed to enhancing the general well-being of society and of the individuals and groups within it.Members of the Academy are especially careful to avoid incompetent, unethical or unscrupulous use of criminal justice knowledge. They recognize the great potential for harm that is associated with the study of criminal justice, and they do not knowingly place the well-being of themselves or other people in jeopardy in their professional work. Members of the Academy respect the rights , dignity and worth of all people.

Stigm Notes On The Management Of Spoiled Identity

In the book, Stigma: Notes on the management of Spoiled Identity, Erving Goffman defined stigma as an â€Å"attribute that is deeply discrediting† and that reduces the bearer â€Å"from normal being to a person that is tainted† (Goffman 1963, p. 3). It is considered a form of stereotype or labeling of a person or group based on their illness and handicap. The topic that I will be discussing in this paper is Alcoholism, how people who are alcohol dependence are stigmatized and ways to help reduce the stigma and discrimination associated with it. Stigma is a negative attribute imposed by society on people that can cause discrimination. Stigmatized people lacks social acceptance because they possess traits that damage their identity and prevent them from being part of society. According to Goffman, they are three types of stigma: 1) defects of the body, such as physical abnormalities, 2) defects of character, such as mental illness, 3) tribal stigma of race, nation and religion that can be transmitted through lineage. All these are undesirable differences that set stigmatized people apart from what society considered normal. For instance Alcohol dependence is a form of addiction and a disease like any substance drug addiction. What is addiction you may ask? Well the national institute on drug Abuse defines addiction as a â€Å"chronic, relapsing brain disease† that changes the structure and functionality of the brain (The Fix, p. 1). There are two type of alcoholism: alcohol abuseShow MoreRelatedStigm Notes On The Management Of Spoiled Identity1656 Words   |  7 PagesStigma: Notes on the Management of Spoiled Identity In 1963, Sociologist Erving Goffman wrote â€Å"Stigma: Notes on the Management of Spoiled Identity†, which goes over the conditions of those with stigma and how society saw them as different and viewed them social outcasts. Goffman goes over and explains the different issue of stigma. Goffman begins to go over the conception of stigmatization and explains the ideas of virtual and actual identity. Then there’s the stigmatized, which are known to goes