Political, Religious, Social, and Cultural Changes in Medieval Europe Essay - 1

Political, Religious, Social, and Cultural Changes in Medieval Europe - Essay Example One of the political occurrences between 1350 and 1570 in Europe was the Mongol Rule. The armies invaded China, Russia, and most parts of the Islamic world. The countries had strongholds within the south. This invasion resulted in the increased dependence of Russia on the Mongol empire known as the Golden Horde. The Mongols sent their officials to Russia’s different towns. This made it easier to collect taxes from the Russians. The Mongols married the Russian women and persons who refused became slaves. This led to an increase of many Russian slaves and the prevalence of the slave trade. The Mongol’s hostility towards women made the Russian women start wearing veils like Muslims to protect themselves. Islam became the central creed of the Mongol empire. The forced mixing of the Mongols and Russians led to further cultural differences between Russia and the West. However, the Mongols did not destroy Russia’s political and religious institutions. The Mongol Rule ma de Russia prosper because of the Mongol’s far-flung trade.The revival of Monarchy in Northern Europe also occurred within this period. This revival occurred after the partial end of the divided feudal monarchy. The king and his semiautonomous vassals shared government power in the past. After the revival, the semiautonomous lost the power to impose taxes, initiate wars, and implement laws. These powers became strong in the monarch. Consequently, the king and his selected agents acquired power. Additionally, taxes, wars, and the legal systems became national issues instead of regional like previous occurrences. The independence of the monarchy led to the elimination of decentralization of the political system.

Teaching Essay Example for Free

Teaching Essay 1.1 How teaching assistant can support the teacher in planning, teaching and evaluation of learning activities. Prior to the lesson I requested a copy of the teachers’ plans and after discussions we were able to agree using a variety of lesson plans, teaching methods, and implement targets to provide the most effective support to pupils and their needs, this gave me a clearer understanding of the learning that was going to take place and allow me time to familiarising myself with the subject matter, learning objectives and outcomes, this would also assist me to prepare any resources required for the planned lesson ahead. After agreeing the objectives of the lesson ‘Drip Drop’, were to explore some of the properties of water, to explore absorbent and non-absorbent materials and to find out how water drops behave on different surfaces. By asking for copies of the teacher’s long, medium, short-term planning, this helped me to provide extra support in the classroom by developing my understanding of the weeks and daily planning process and to set learning objectives, preparing, assessing and recording pupils’ participation and progression allow the teacher to see how effective my teaching is and whether the pupils are making progress in their learning. The role of the teacher is to supply a safe and supervised classroom for the pupils to learn in, encourage pupil learning by planning, preparing and delivering lessons in relation to the National Curriculum and meet school target whilst maintain its policies. The teacher assesses records and report on pupil’s progress and achievements and liaise with parents, sometimes attending meetings or responsible for literacy or science. Preparing the classroom for the lesson, checking the correct materials available to carry out the activity helps the teacher. Observation and monitoring of pupils work during the task helps me to make assessments to see if the learning has been successful and give feedback to the pupil and teacher on individuals performance or responses, if they have any problems, by doing this it helps me to make well-informed judgements about a pupils learning and progress and make any changes necessary to the activity. 1.2 Information the teaching assistant would require before supporting learning activities From the daily lesson plan I am able to identify the materials required for the lesson to complete the task. After reading the pupil’s records and initial assessment a decision was made to put the more experienced pupils with the ones who were not as confident to enable them to assist, encourage, help and work together to complete the task successfully. A class discussion was held to see if the pupils could think of the materials which would be required to complete the task I then wrote the answers on the whiteboard. The materials were absorbent and non-absorbent materials like plastic, paper and cardboard etc and things with which to make water drops for example, straws, plastic pipettes, and clean eye droppers, as water was going to be used a non toxic coloured paint was required to put in the water to make it easier to see, because I used the last of the cardboard I wrote this down on the reorder list. I emphasised everyone needed to act sensibly because sharp items were going to be used. I showed the class how to make drops with the different kinds of objects and gave them time to practice making water drops and try to make drops of different sizes. When they had mastered this I asked the pupils to drip onto samples of different materials. I asked them to see what happened when two, or more, drops meet, on a hard and non-absorbent surface. Later I separate the pupils into pairs and asked them: Can they race their drop with a friend? 1.3 The sorts of problems that may occur when supporting learning activities Informing the teacher before removing unwanted chairs made sure there was sufficient space for the pupils and equipment to work safely prior to the learning activity and by placing four pupils on each table gave better access to the water tubs and avoiding pupils pushing each other. The pipettes and resources were placed safely in the middle of each table. Before the lesson it was explained to suck the water up the straw was dangerous and requested the pupils to just dip the straw in the water, I asked if they knew why and explained about choking and emphasised about being sensible, the pupils’ then put on their aprons to protect their clothing. The pupils who found listening difficult, I put the questions onto laminated cards for easy reference explaining that I was going to ask those questions about the information later. I also wrote down the key questions on the whiteboard. Can you make different size drop? What happens to the drops when you drip them onto different surfaces? Can you make two drops join? What Happens? Whilst monitoring I removed a pupil from the activity for putting the pipette in his ear. The child was placed away from the activity, asking the pupil if he understood why he had been separated it was explained if he wanted to rejoin the activity he would need to act sensibly, after 10 minutes the pupil calmed down, and was asked to rejoined the group, giving the pupil encouragement and praise for better behaviour enabled the pupil to complete the task successfully. When the activity had finished I discussed with the pupil his behaviour and found he was upset because his hamster had died, I later discussed this with the teacher. After shutting the windows I relocated a pupil to a quieter part of the classroom as the noise of grass cutting was causing a distraction. The hot weather made the room too warm, two pupils started to flick each other with water I opened the classroom door to reduce the temperature and with a direct look and raised eyebrow showed displeasure at the pupils then separated them. Noticing one of the cheerful pupils was rather withdrawn and after talking they revealed that their Nan had died that morning I reassured the pupil and asked if they would like to read a poem about water, I then informed the teacher. Encouragement by praising their progress was given to the pupils with low confidence and pupils who finished their task early were asked to write a poem about their observations or about the drop race. After the activity was complete we had a class discussion asking pupils, how do you think it went? What would you do differently? I then asked the pupils to write down their observations in their books with correct date. 1.4 Strategies a teaching assistant may use to support pupils learning By using questions ‘What we think will happen’?, and writing down all the key points this confirmed the pupils understood the instructions prior to the activity and helped the class know what was expected of them. Placing the low confident pupils at the front of the class and rephrasing questions enabled them to understand the instructions more clearly. After discussion with another teaching assistant it was decided to enlarge the worksheet to A3 size to make it easier for the pupils who were struggling, encouraging them to write down their ideas then stick them onto the worksheet later and giving praise when the task was completed. Separating pupils into groups allowed the development of peer support activities and cooperative learning, allowing the pupils to benefit by learning and supporting each other. The pupils with confidence worked on their own initiative were able to write their own ideas directly onto the worksheet. Bandura, Skinner, Piaget and Vygotsky discuss that cognitive development occurs at an individual rate and cultures teaches a person what to think as well as how to think. I agree that children are not just passive discovers, they are constantly trying to make sense of the information they see, hear, feel and discover enabling some children to develop quicker than others. At the end of the activity reward stickers were given for using the correctly vocabulary in their poems and a discussion was held by using open-ended questions of (how, what, why?) this provided me with more information to enable me to assess the pupils’ learning and understanding and provide me with the information required to feedback later to the teacher 1.5 Providing feedback on learning activities to the teacher Both during and after supporting the learning activity, I recorded the pupils’ participation and progression and met later with the teacher, to give feedback regarding the issues encountered during the activity, I discussed the pupil who’s relative died and about the pupil behaving inappropriately during the session and being separated from the group. I informed the teacher why the worksheet was enlarged and why the laminated card was useful. I also explained I gave out some stickers for correct spelling and punctuation.

Jameson Irish Whiskeys Marketing Team Communication

Jameson Irish Whiskeys Marketing Team Communication INDIVIDUAL BUSINESS REPORT-JAMESON MARKETING Executive Summary: In this report, I will study and analyse Jameson Irish Whiskeys marketing team and how they communicate with their stakeholders (particularly their potential customers). I will firstly define communication and explain the importance of using communication in a business. I will analyse Jamesons Sine Metu campaign and explain how it works well at communicating with potential customers. I will then talk about Jamesons successful use of social media as a marketing tool and I will consider what they do to use it successfully in communicating with stakeholders. I will then make one recommendation to Jameson on how I think they could improve their communications with their stakeholders. Section 1: In this report, I am going to talk about the way Jameson Irish Whiskey communicates with its stakeholders. They have a full marketing team employed exclusively to engage with possible consumers. This team is very effective in marketing their product with consumers and I will discuss and analyse their methods of doing so. Section 2: Marketing whiskey is quite difficult in Ireland due to Irelands strict alcohol advertising codes. However, Jameson have created the Sine Metu campaign to great effect while still staying within the constraints of these codes. Sine Metu is Jamesons family motto and literally translates to without fear and it is printed on every bottle they produce. The aim of this campaign is to encourage their stakeholders to take a risk every now and then and enjoy themselves by indulging in this product. We believe that when we fear a bit less, we live a bit more. We laugh more, meet more people, experience new things. As a company, it means were open to new possibilities, new neighbourhoods, new ways of making whiskey. (Jameson 2017). The way the motto is in Latin is very effective in adding a certain amount of sophistication to the brand also. This feature of sophistication gathers a larger market as the people who want more classy drinks will be drawn in by it. This motto originates from when the founder, John Jameson, was awarded it for his bravery in fighting pirates off the coast of Scotland. This historical aspect to the motto is also very powerful in staying true to the roots of the brand. It is very important to stay true to their roots as it also adds a sense of culture to the drink which would otherwise be lacking. Potential customers would also be more likely to buy this drink over newer drinks as it reminds people that Jameson has been around for such a long time so it has had a lot of time to perfect its recipe. These small reasons to get people to buy Jameson rather than other similar whiskeys are vital as the retail industry has a lot of similar products. The actual taste difference between these whiskeys are minimal so Jameson must offer some things that competitors cant to justify charging slightly higher prices and still expect sales. It is uncertain if this campaign is successful yet as all advertising is not, should not, and cannot be designed to produce immediate purchases on the part of all who are exposed to it. Immediate sales results (even if measurable) are, at best, an incomplete criterion of advertising effectiveness. In other words, the effects of much advertising are much more long-term (Lavidge and Steiner 1961) so the true results are yet to be seen. Social media is a massive part of Jamesons interactions with its stakeholders as it encompasses a wide range of online, word-of-mouth forums including blogs, company-sponsored discussion boards and chat rooms, consumer-to-consumer e-mail, consumer product or service ratings websites and forums, Internet discussion boards and forums, moblogs (sites containing digital audio, images, movies, or photographs), and social networking websites, to name a few (Mangold and Faulds 2009) so there is a massive audience to preach to for Jameson as well as there being a large opportunity for consumers to speak between themselves. Jameson also utilises social media to great effect. It has more than 57,300 followers on Instagram, 41,500 subscribers on YouTube and over 2 million likes on Facebook. http://digiday.com/marketing/right-amount-craic-inside-jamesons-social-strategy/. With the reach and community influence, participation in social media marketing is the new fifth P of marketing (Tuten and So lomon 2014). This shows us the importance it is for modern companies to communicate with its stakeholders using social media. There are over 250 million people that have active profiles on Facebook. More than 364 million people read blogs, 14 million people are registered Twitter users and YouTube has more than 100 million viewers per month. There is more reach than ever before, hence, the opportunities in social media marketing are greater than ever before (Zarrella 2009). We were lucky enough as students studying the Digital Innovation Creativity Enterprise module to hear from Aisling Tobin (Jameson Brand Manager in Pernod Ricard) in the Get Social conference on 14th February 2017. She had a very interesting speech to give us. She showed us how much work goes into social media marketing. One thing I found particularly interesting was Jamesons method of keeping stakeholders interested outside of peak times by putting up quizzes on social media. This keeps users of the brand interested and engaged with the brand even when they are not drinking. One of Jamesons main weaknesses is the lack of sales midweek and that is why keeping stakeholders engaged during these times is pivotal. Her analogy of how they decide on what they post to social media was interesting as she said that content is King and engagement is Queen. This shows us that they really consider what they post as they want it to be informative, however, there is a fine line between being infor mative and being boring. Also, it is pointless in posting good quality content if potential customers dont engage with it so they must keep it interesting and give stakeholders a reason to watch/read it. It is important also to manage any unhappy customers as on social media dissatisfied customers can protest out loud, attainment many other customers easily and damaging the brands image. One critique I would have of Jamesons communications with its stakeholders is that it hasnt taken full advantage of snapchat yet. With 158 million daily active users and 2.5 billion snaps per day (DRM 2017), there are huge opportunities available to advertise to a massive number of people. Section 3: There isnt a lot of recommendations I would make to Jameson as there marketing team are doing a very good job already of communicating with its stakeholders. The one small thing I would put more emphasis on though is snapchat due to the potential reach they may have there. However, Jameson recorded its 27th consecutive year of growth for the year ending June 2016, with the whiskey now representing almost a quarter of Pernod Ricards sales in the United States (Taylor 2016). This shows us that Jameson certainly is doing something right and any radical changes would be completely unnecessary. I would advise other businesses to follow Jamesons lead on many things though, especially the emphasis they put on social media, as it has a very successful method of communicating with its stakeholders which has been proven over a long time. Bibliography: HÃ ¥kansson, H. and Snehota, I. 1989. No business is an island: The network concept of business strategy. EconPapers, 5(3), pp.187-200. Available from: http://www.sciencedirect.com/science/article/pii/0956522189900262 [Accessed 20 March 2017]. J.D. Power 2013. Poor Social Media Practices can Negatively Impact a Businesses Bottom Line and Brand Image [Online].Available from: http://www.jdpower.com/press-releases/2013-social-media-benchmark-study [Accessed 23 March 2017]. Krishnamacharyulu, C.S.G. and Lalitha, R. 2008. Business Communication [Online]. Himalaya Publishing House. Available from: http://ebookcentral.proquest.com.dcu.idm.oclc.org/lib/dcu/reader.action?docID=3011194 [Accessed 23 March 2017]. Jameson 2017. Sine Metu: The Story of John Jameson [Online]. Available from: https://www.jamesonwhiskey.com/ca/article/sinemetu [Accessed 23 March 2017]. Lavidge, R.J. and Steiner, G.A., 2000. A model for predictive measurements of advertising effectiveness. Advertising Society Review, 1(1). Available from: https://muse.jhu.edu/article/2941/summary [Accessed 20 March 2017]. Mangold, W.G. and Faulds, D.J., 2009. Social media: The new hybrid element of the promotion mix. Business horizons, 52(4), pp.357-365. Available from: http://www.sciencedirect.com/science/article/pii/S0007681309000329. [Accessed 20 March 2017]. Tuten, T.L. and Solomon, M.R., 2014. Social media marketing. Sage. Available from: https://books.google.co.uk/books?hl=enlr=id=l_iICwAAQBAJoi=fndpg=PP1dq=social+media+marketingots=uET746bz6Vsig=fUUdvQ2VN_BiAMvZWD8AcKJebhA#v=onepageq=social%20media%20marketingf=false [Accessed 20 March 2017]. Zarrella, D., 2009. The social media marketing book [Online]. OReilly Media, Inc. Available from: https://books.google.co.uk/books?hl=enlr=id=chd3yfExXMECoi=fndpg=PR4dq=social+media+marketingots=u6Q0p_A1W5sig=Gp1VnPHQ2hYmcIxvpxdIwC96gMQ#v=onepageq=social%20media%20marketingf=false [Accessed 20 March 2017]. Saravanakumar, M. and SuganthaLakshmi, T., 2012. Social media marketing. Life Science Journal, 9(4), pp.4444-4451. Available from: http://www.lifesciencesite.com/lsj/life0904/670_13061life0904_4444_4451.pdf [Accessed 20 March 2017]. DRM 2017. 121 Amazing Snapchat Statistics and Facts (February 2017) [Online]. Available from:http://expandedramblings.com/index.php/snapchat-statistics/ [Accessed 20 March 2017]. Taylor, C. 2016. Jameson sales rise 12% by volume to 5.7m cases. The Irish Times: Ireland [Online], 1 September. Available from: http://www.irishtimes.com/business/agribusiness-and-food/jameson-sales-rise-12-by-volume-to-5-7m-cases-1.2774681 [Accessed 20 March 2017].

House Voices Essay -- Ghosts Descriptive Essays Personal Narrative

House Voices I will start with my new house. It is down the street from where my grandma and great aunt live. The house has two levels, the main floor and the basement. There are two bedrooms, the office, the bathroom, the living room with a fireplace, dinning room, and the kitchen on the main level. The basement contains the laundry room, the family room, a bathroom, and a large storage area. The house was for sale because the old woman who lived in it before us had died in the summer heat while her air conditioner was broken. Her neighbors found her in her house. It was later discovered that she had been dead for a few days. She was lying on the floor, in the only hallway in the house, just beyond the bathroom door. I have always wanted a bedroom in the basement, but there have been no basement bedrooms in any of the houses we have lived in. So I improvised by cutting the long storage room in half with a big blanket hanging from the central I-beam, making my own basement-bedroom with a pre-existing bathroom just three feet from my bedroom door. The only drawback is that the blanket-wall separates my bedroom from the storage room that is filled with boxes upon boxes of the "stuff" we just don't have enough time or space for. One of my presents for Christmas a few years ago was a brand new Talk Boy Jr. The Talk Boy Jr. is a small, palm-sized recording device that records one message at a time and will play the message when you press a button. Basically it is a small version of the Talk Boy, which uses a tape. As I got older, I stopped playing with it. One time, when my sister was on vacation from college, she recorded a small saying she often used, along with her distinct laugh, which was, "You're suck a dork, te he h... ...d walking, and a moment later, BOOM! The three pound glass baking dish exploded, shooting shards of sharp glass in every direction possible. Every direction possible, that is, with the exception of the location where Darren was standing. We have never stopped picking up shards of glass from small corners in the kitchen, but not a single sliver of glass touched him, even though he was standing right in front of the oven. He never thought the voice he heard to be anything less than a gesture of kindness. Many people believe in this ghost stuff, but many do not. I believe in ghosts, and not only because of my personal experience. So, is this all fact, or fiction to you? If you want to make up your own mind about my situation, ask me to play the tape for you. If just for fun, I at least have something new to say to my friends when starting a conversation, "Hey Pal."

Deluded Pursuit in Christopher Marlowes Doctor Faustus :: Doctor Faustus Essays

Deluded Pursuit in Christopher Marlowe's Doctor Faustus Although Christopher Marlowe's Doctor Faustus has outclassed every one at Wittenberg with his academic studies, he is "still but Faustus, a man." Proud of his accomplishments, he desires to become a superman. His judgment clouded by the sin of his pride, he misunderstands his knowledge and dismisses the disciplines of medicine, philosophy, law, and divinity. He lusts for God's capability to "make men live eternally or being dead raise them to life again," believing the devil's arts of magic and necromancy can provide the power, honour, omnipotence and, most importantly, the wealth he craves. His deluded pursuit of the immediate pleasures such wealth can yield brings upon himself the risk of eternal damnation. By conjuring the devil, Faustus removes himself from the influence of the Holy Ghost and God's love, instigating attacks of despair, and internal conflicts as personified by the Good and Bad Angels. Faustus' hunger for immediate gratification suggests immense self-torment and self-denial. Weighing his options at each instant of time, he maximizes his pleasure and minimizes his pain, apparently discounting the implications of his decisions on his prospects and happiness in the future. Rebelling against God, he invites the devil's temptations, hoping to obtain an offer like Satan's to Jesus in the desert wilderness. One understands why Satan imputes an infinite value to Christ's soul. However, why does Faustus' soul warrant twenty-four years of service by Mephostophilis? Faustus, too, is a superior being. He consciously removes the yoke of academia, and exerts his free will. After freely entering into his contract with Lucifer, he repeatedly considers repenting. When he calls on Christ to help "save distressed Faustus' soul," the evil trinity of Lucifer, Belzebub, and Mephostophilis appear, possibly to tear him to pieces. Under duress, he vows, "never to name God or pray to him." However, with only one-half hour left on earth, he calls on God. Faustus, forever the horse trader, tries to strike a deal with God. He asks God, for Christ's sake and blood, to limit his time in hell from a thousand to a hundred thousand years.

Reflections on Visual Representation: Of Mice and Men

As a female, I was annoyed the way the novel made women out actively by using words like tramp', ‘pitch' and tart' and the way men in the novel used them as prostitutes, so my representation shows the freedom and confinement of Curly wife – Eve given her power in my representation because her and the other women had none In the novel and Eve made the men all fairly insignificant In my representation because It wasn't fair that they had all the power In the book.I felt Like Curlers wife was Like a caged bird In the novel because she desperately wanted to escape from her life, but just couldn't. This is why I used a birdcage as the cost dominant thing in my representation. It is sparkles because I wanted it to look luring because Curlers wife was lured into marrying Curler because she thought that marriage would give her freedom. The bride's veil hanging on the outside of the birdcage emphasizes that her hopes and dreams were out of reach and that marriage was central to h er being trapped.Black chains are also wrapped around the sparkles cage, which makes her even more confined than Just being in the cage. A mans clothing and top hat sits over the veil, chains and the cage door, which shows hat men, and especially rich men like Curly and his father are the most powerful, have the most freedom In the novel, and are the ones who trap and confine other less powerful people. Bird's feathers in the cage are a metaphor for Curler's wife who is like a confined bird, and the fact that they are popping out the side of the cage shows that she is desperately trying to escape.Just like a bird is free to fly where ever it likes, her dreams were free once, but now they are caged. Curlers wife, the prostitutes and the girl in the red dress are all nameless in the novel Just like the bird in the cage – we now it is a bird because we can see its feathers, but we can't actually see what type of bird it is. Even so, the feathers are black which has two symbolic meanings, firstly black symbolizes her misery and death, and the way the feathers are scattered everywhere reminds me of the description of the frenzy before her murder and of her dead limp body.Black Is also the color associated with evil and the author constructs her as a sank/flirt who Is trying to corrupt men. Eve Included one tiny single feather with beautiful red spots on it, which shows the way the men treat her potty feather is also like Curly wife's hair – it is soft which tempts Ellen to touch it which eventually leads to him murdering her. Also, the red spotted feather is like her dreams that are mostly hidden now that she is confined in her marriage cage.Red is associated with prostitutes and was also the color of Curlers wife's shoes and the red dress the girl was wearing who accused Ellen of rape, so in my representation, I have made it a feminine color. The red spotted feather also shows Curlers wife's vibrant personality that we understand more when she explai ns how she could have en a movie star. The quote ‘An a guy tool me he could put me in pitchers†¦ On sparkly paper backs this up and is shown in bold lettering to show how forcefully she said the words, but Eve cut them in half on the poster to make the words hard to understand Just like in the novel when she spoke them to Ellen, he couldn't really understand her which again emphasizes how trapped and alone she was. This idea is shown again in another quote ‘Satisfy night. Everybody out doing' osmosis. Everybody! An' what am I don? Standing' here talking' to a bunch of bindle stiffs' which emphasizes that the men are all out and have friends, but she is not allowed to have either.The black font is damaged Just like she admits that she is damaged through this rhetorical question. Even so, Ellen and Crook are also excluded and confined and they are shown on my representation as stick figures/'bindle stiffs' connected to this quote who I positioned at the outside of my picture, Just like they are at the outside of society. They have weird square heads and uneven bodies to show that they are different to the other powerful men represented by the suit and top hat on he cage in the middle of the representation, and the men in the newspaper article in the background.Colorful, red, shiny swirls are radiating from the cage and heading upwards which is like the singing/chirping bird because Curly wife was always trying to be happy and talk to the men because she was trapped and lonely. These red swirls floating upward also represent the freedom of dreams. But people can't understand birds just like the men couldn't understand Curlers wife's loneliness which is also shown by a clump of red letters that are Jumbled up in a small pile hardly noticeable on the eight hand side of the cage.The Jumbled letters are separate from the men's words, which are shown as colorful ‘happy words, all Joined together because they are all free to socialize with each o ther. Even so, the men's words face inwards in a circle which shows their social circle and represents the way they keep her out and trapped in her cage. Curlers wife is excluded from the friendships and confined to her unhappy life on the ranch because she is female, and because she is the boss's wife. By Paris Whittaker Year 11

Assignment Unit 5

Unit 1 Assignment E1: The main three different types of settings which are provided with care and education for all children in my area are, firstly the statutory area would be†¦. , because it is funded by the government, so they didn’t want to play for their children to go to a private school. Secondly the voluntary sector in my area are mainly activities like sports/ football teams and playschools and afterschool clubs where you donate money but none of the staff get paid any money because they volunteered to help run and work for it.Finally, there can be very few private schools in my area because people disagree to pay for their child’s education instead of it being funded by the government and so there aren’t many private schools in my area but one near my area †¦.. is the main private school which a lot of people know around by my area. E2: The way in which the types of setting from E1 has aims to support children and their families are; Statutory settings can help families is they can’t afford much so this way the government is funding for them so their children can still go to school with no big price to get the child’s education complete for their stages.On the other hand private settings are the opposite where the families pay for their children to get their education, and they are not funded by the government, the children are paid to go to private schools so they can get a better education. And voluntary settings are helping by getting everyone involved and by raising money for schools or other charities. E3: The main legislations in our country that supports the rights of children are the Human Rights Act and the UN Convention on the Rights Of The Child.The Human Rights Act helps to protect all of us and children and gives us our own right within ourselves so we can have our own opinions and to avoid discrimination. Whereas the UN Convention on the Rights Of The Child supports the rights of children by s tating what each child has the right to do in life, also by getting the whole world involved to show that everyone has a right to, for example, ‘You have the right to give your opinion, and for adults to listen and take it seriously. http://www. unicef. org. /crc/index. 30229. html E4:The recognised principles and values that underpin working with children on the Early Years Foundation Stage the CACHE statement of value and the foundation phase framework are; A Unique Child, Positive relationships, Enabling Environment, and Learning and development. The principles for ‘A Unique Child’ are all about being a competent learner from birth who can be resilient, capable, confident and self-assured. Positive relationships describe that every child can learn to be strong and independent from a base of loving and secure relationships with parents and a key person.Enabling environment describes how the environment can play a key role in supporting and extending childrenâ₠¬â„¢s development and learning. Learning and development describes that children develop and learn in different ways and at different rates, all areas of learning and development and equally important and inter-connected. The values that underpin working with children are most importantly putting the children first by ensuring the child’s welfare and safety to keep them safe from any harm as possible, showing compassion and sensitivity so this way they may respect you and treat you fairly.Respecting the child as an individual, meaning to treat them each the way they would want to be treated and respect each of the children’s different needs upholding the child’s rights and dignity, enabling the child to achieve their full learning potential. Also never use physical punishment, this is because as an early years practitioner the only way to punish the child civilly is to get down to their height and make eye contact and tell them off gently when you a TA as an ear ly years practitioner.Another big one is to respect the parent, or those in a parenting role, as the primary carer and educator of the child this way you can earn their trust. Honour the confidentiality of information relating to the child and their family, unless its disclosure is required by law or is in the best interest of the child. http://www. EYFS. co. uk Uphold CACHE’s equality and diversity statement. And finally respect the customs, values and beliefs of the child and their family and also respect the contribution of staff in the childcare and education field and other professions with whom they may be involved.E5: Diversity means to be unique and to be your own person and this shows the importance of valuing and respects all children in the setting in the setting of the early year’s practitioner. The reason why Early Years practitioners should listen to children’s views and values their opinions because we need to listen to their needs because they kn ow more about their needs and views, this way we can respect their needs more, this is linked to child centred approach. Also it all counts with the main 3 C’s, Communication, Confidence, and Choice. E6:Three professional skills that will support your work with children are being a good listener so that you can join in with the group discussions and also it’s important to become a good listener because when in a working placement you will need to listen to the rules and regulations in a team so that you can follow your orders and follow the correct rules also you need to listen about what each of the child’s needs are so this way you can support the child. For example if a child has a certain allergy or has diabetes, then you need to understand what they need each day.Another professional skill you may need to support your work with children can be to have good communication towards the children and especially your team, this is important because you need to com municate well with your team members and also because you need to communicate well with your team members because you need to communicate well with the children also because for example if a child in your class can’t speak English then you need to communicate easily and slowly and make eye contact to them so that they can easily understand what you are saying and also this could develop their English more.Also communication towards your supervisor and manager is highly important because if you suddenly notice a child is acting strangely or different then you need to have good communication skills to be able to report this to the supervisor or manager. Finally another professional skill you could need that will support your work with children can be confidence. You need the confidence to actually work in a team and co-operating well in a team and to be able to ask questions to learn more about what you have to learn about being a early years practitioner and to learn to report things.If you don’t have confidence then the children will see it in your body language and facial expressions and take advantage of you and make it harder if they see you don’t have the confidence and the team/supervisor/ or manager will do the same. So you need confidence to stay strong when working in the placement, also if you have confidence then the children will respect you and they will see that you can be confident when working and communicating with them to they can still be confident with you. E7:Study skills can support your learning during your training because there are so many study skills which different people prefer to help them to revise or learn. Firstly some or most people do note taking, for example they do short simple sentences to help them to remember they key points in the topic. But when doing this make sure you understand what you have written down. Highlighting is the most common study skill which people use to revise or remember things. T hey do this to show what the main points they need to know from the topic is.Also using different inks or colours of high lighters can make the page stand out more so when you’re coming to revising that topic it will stand out to you and catch your eye so this way you can only notice and pay attention to these main points. Listening to calm or gentle music is not a common one but some people like it because it makes them feel all relaxed, but I think a lot of people prefer revising or studying in a room which suits them and makes them feel relaxed and safe.Like for example, I enjoy being in a quiet room because I don’t like getting distracted. Also they like to be equipped so surrounded by sticky notes with information on and books and the internet to collect data or other information, The main one is to take your time, because if you rush then you’ll make yourself panic which will put you off the subject and make you less concentrated. You need to use your time wisely and not put yourself under pressure. D1:Some reasons why the practitioner should develop and maintain appropriate relationships with parents and other professionals because one reason should include meeting each of the children’s needs because they need to know what each child is aiming for when in school or nurseries, the way to meet their needs could be, for example, the practitioner can meet the child’s needs by involving each child and being inclusive with them and they can support each child with their rights by giving them the right education.Other rights to look for are health and shelter, food and water. You need to have good co-operation towards helping your team and involving the children. Trust issues, parents need to trust the one that is supervising their child; otherwise they won’t think of anything positive of you. Warm, trusting relationships with knowledgeable adults support children’s learning more effectively than any amount of resources.The reasons why good relationships are important when coping with transitions is because firstly children will feel more relaxed towards you. Having good communication otherwise the children will suffer. Having bad communication can mean a lot of repetition, meaning important information is lost or easily forgotten. Children can learn to be strong and independent from a base of loving and secure relationships with parents or a key person.A key person has special responsibilities for working with a small number of children, giving them the reassurance to feel safe and cared for and building relationships with their parents. Also parents and practitioners need to know the needs and care for the child because one day they could be acting differently and become different in their body language or actions for example they could become violent, so to solve this you need to know what goes on at home and how you see their parents act with them, just so you can provide them with mo re care. D2:The characteristics of working in a team with other agencies professional colleagues are, for example to have a good and effective communication using this to show you can listen and follow orders towards helping team because that way it shows good skills and that they can always come to you for help or guidance. Need to have inclusive practice to include everyone. Have effective consistency. To be more efficient and to have belonging also finally is to be your own person. This shows all of the characteristics and benefits of working in a multi-agency team. C:Firstly, the early year’s practitioner should listen to their needs because they know more about their needs and views, this way we can respect their needs more. But always put their needs first before anything. They will also gain a sense of belonging in the setting and realise they are being valued and respected. As a result children may reflect the practitioner’s attitude towards them in the behavio ur towards others. Showing children that they are valued and listening to their views allows them to respect themselves and be more confident, not just in their work but their daily routines too.They will be increasingly open minded and out spoken, therefore making it easier for practitioners to understand a child’s needs and successful providing them. Children should be allowed to have their say and be included in decision making when planning so practitioners can ensure that children have equal opportunities, feeling involved and successful in their learning and play. They should be given activities that suit their interests and strengths. Therefore children would feel a greater sense of achievement when they recognise that their opinions were the source of their success.B: It is important that practitioners understand the limits and boundaries of their role when working with children because you need to understand the policies and procedures, like you may get a policy to h ave acceptable behaviour or the health and safety policy and procedure to give the practitioner and idea of how to act and the know they learn at the placement the easier they can learn about the childcare surroundings and how to act in that surrounding. Also if you some how find it rather difficult to read then you need to tell your tutor or your supervisor.There are four main areas that are important when thinking about the role you need to take as a practitioner and the boundaries: health and safety, managing children's behaviour, child protection and confidentiality. Health and safety is important role and boundary when being a Level 3 early years practitioner because its yours and who evers in charge of a child, it is their responsibility to keep that child safe, so the parents need your trust to take care of that child, for example once all children are in the placement settings you need to make sure that all the doors/gates anywhere they can get out of needs to be shut.Also i f a fire alarm goes off then you need to do a head count or register to make sure that you still have all students in the class all together. Also if you see something in the setting room you are placed in that is not safe or is risky around the child, or when you spot that a child has had an accident then you need to report it to a trained supervisor. Managing children's behaviour means that you need to make sure that you are certain about the settings policy about managing a hild's behaviour problems and where or who you should report it too. You need to be aware of you own actions and take responsibility of you own actions when working with younger children. There can be a big situation when you are playing with a child nicely then getting them too excited which can be encouraging them to become overly distracted when it comes to doing an activity with the class.You don't only need to notice your actions but also how the supervisor or someone who is particularly experienced and s ee how they manage a childs behaviour, you could learn from their method if they have their own method to calm a child down or to settle a child when he/she needs to crack on with an activity. Children could start to feel secure if they have someone managing their behaviour. Child protection is important role and boundary when being a Level 3 early years practitioner because you need to be aware of how to keep children safe and away from abuse.Every single setting will have a child protection policy. Also when you turn up to every setting you will need to be shown and learn how to sign in, also will need to wear a badge to prove who you are to everyone and also will probably find out which situations you will be working in with children. It's very normal that the practitioner should never be alone with a child just to follow the child protection policy, and it is also for your protection too.It is very likely that the practitioners will learn that young children will hug and touch t hem when they need them, but its very unlikely for this to happen with older children, because they are more developed whilst the young children and still developing and growing older, you will learn and see how the other staff react and use a big amount of physical contact with a child. Some practitioners may find that some of the children may tell some information that can concern you, you will need to know at your placement who you need to tell about what you have been told and how to deal with it.Finally, confidentiality is a important role and boundary when doing Level 3 early years practitioner because some information that you are given at a setting will be very confidential that must not be shared with friends or anyone outside of the college. Some examples of information that you need to keep confidential may include the child's family personal life information. If you are not sure whether informtaion in the setting is confidential then you need to ask your supervisor.