Effects of re-education on poor hand washing Essay

Effects of re-education on poor hand washing - Essay Example methods have been initiated to enlist the input of the healthcare providers in hospital setting and home-based care by family members of the patient. Awareness creation through education remains a critical approach in dealing with this problem as the observed trend has been found to be attributed to inadequate information on procedure and significance of the exercise. Although the healthcare facilities management knows that hand hygiene is instrumental in reducing hospital related infection, there has been limited education campaign pointed towards the nurses and patient’s relatives. It is therefore important to note that re-education remains the appropriate measure in improving on the incidences of hospital acquired infections (Filetoth, 2002). Hand hygiene re-education should be conducted by encouraging hand washing by health care workers before seeing patients, after contact with bodily fluids, before invasive procedures, and after removing gloves. The increasing incidence of hospital acquired infection has raised concerns and requires more attention through education on hand hygiene. Although the information is available in hospitals, there has been significant ignorance and negligence by the nurses towards proper hand hygiene as a mitigation measure. It is therefore critical to underline the need to develop a sound education program to improve quantity and quality (completeness of hand rubbing and drying time) of hand hygiene. Exhaustive analysis of the findings on the efforts towards hand hygiene forms the basis of ascertaining the impact of education on cases of hospital acquired infections. The aim of the hand hygiene solution through washing is to emphasize building or strengthening capacity so that hand hygiene improvement is seen as and becomes an integrated component of a broader Hospital Acquired Infection prevention strategy. Poor hand washing is responsible for complex patient condition as it is not accounted for during diagnosis as it

Proposal Assignment Example | Topics and Well Written Essays - 750 words - 1

Proposal - Assignment Example The market has become so dynamic and requires every player to change tact and not stick with some of the old ways. We seriously need to rethink our policy on publicity matters. We will need to have a public relations department headed by a professional and given adequate staffing to help with selling the company brand. There is need for an all-out campaign aimed at improving the image of the company and giving it a more modern touch. We should realize that we have not done better than hold onto the clientele base we had more than 10 years ago when some of our competitors had either not emerged or were still very young in the industry. Younger generations do not identify with our brand. Our publicity approach should contain a mix of the social media and radio/TV adverts which both the old and young generations can identify with. We don’t want to continue losing clients instead of retaining and adding more, because that is known to be the surest route to collapse. There is need to set aside physical and monetary machinery to implement the publicity agenda. It is going to cost us quite some money as we start on it, but continued publicity measures will be less costly. Any amount of resources that will be spent in the pursuit of lost glory, it will be worth it. We are never going to regret having spent enormous sums of money towards improving the company’s brand it is the only way to expand our customer base beyond what we have currently. Let us strive not to succumb to competition, but learn to live with it and be able to handle its dynamics. We will need to work as a team to be able to achieve this. We have to walk together to deliver the best brand possible. It will require sacrifice on the part of each and every one of us, but this will take immense support of the company’s top management. All we will ask of the management is an enabling environment for

Colombias Generally Accepted Accounting Principles Analysis

Colombias Generally Accepted Accounting Principles Analysis Columbian GAAP According to the Constitution of Colombia, only Congress has the authority to issue generally accepted accounting principles. Through legislation, however, Congress can delegate this authority to the executive branch as well as to other institutions. The Central Board of Accountancy was formed to regulate the accounting profession (Colombia, 2010). Under this board, the Technical Council for Public Accounting was created. The Technical Council was designed to issue guidance on accounting standards, and it was this council that issued Colombias generally accepted accounting principles (GAAP) (Accounting Standards Update by Jurisdiction, 2010). Colombian GAAP is based on US GAAP and International Accounting Standards (IAS). It is important to note, however, that Colombias accounting standards have not been updated since 1993, so they do not reflect any updates or advancements in international or US standards (Colombia, 2009). The Colombian Congress also allowed regulatory agencies to issue their own accounting standards to help them perform their jobs (Accounting Standards Update by Jurisdiction, 2010). Because the nation has several agencies that each issue different accounting rules for the organizations under their jurisdiction, the World Bank criticizes Colombia for not having general-purpose financial reporting. There are currently forty-three different sets of accounting standards in the nation. The World Bank is also concerned that the Central Board of Accountancy is not receiving enough funding to complete its job thoroughly and efficiently. Moreover, the World Bank is concerned that Colombias code of conduct for accountants is not consistent with the code of the International Federation of Accountants (IFAC). (Colombia, 2009). There are no auditing standards that are enforceable by law in Colombia. Additionally, there is no law mandating the independent audit of financial statements (Taxes-Accoun ting, 2010). Accounting for the Public Sector National General Accounting Office Accounting standards and principles for the public sector of Colombia are provided by the National General Accounting Office. Furthermore, the Office standardizes and consolidates accounting information and is ultimately responsible for preparing the Nations Consolidated Balance Sheet. The National General Accounting Office is also responsible for outlining what financial statements need to be produced by the public sector (Contaduria General de la Nacion, 2009). Required accounting reports include balance sheets, income statements, operational balances, and annexes (Taxes-Accounting). The Office will provide the public sector with explanations on the timing and standards that the financial statements must satisfy (Contaduria General de la Nacion, 2009). Accrual Basis Colombias public sector accounting standards are currently and successfully in the process of convergence with the accrual-based International Public Sector Accounting Standards (IPSAS). Because Colombias public sector standards were already primarily accrual-based, the nation did not have to undergo tremendous reform to converge with IPSAS. Colombia was extremely eager to align its accounting standards because the nation understood the need for standardization with economic globalization continuing to intensify (Benavides, 2010). Tax Environment Value Added Tax Colombia has a value added tax of sixteen percent as its form of consumption tax (Taxes-Accounting, 2010). Differing from a sales tax where only the end consumer is charged, a value-added tax is charged at each stage of the production process (value-added tax). There are lower value added taxes for commercial air transportation and food products at ten percent and seven percent respectively. Insurance products and medical care products are completely exempt. Colombia has two other forms of consumption tax, including an excise duty that is levied on alcohol and cigarettes. The nations custom service also charges a tax of 1.2% on imports from other countries. Nations that have signed trade agreements with Colombia are exempt from the import tax (Taxes-Accounting, 2010). Corporate and Personal Income Taxes The personal and corporate tax rates of Colombia are some of the highest in Latin America (Department of State). The nation charges a corporate income tax of thirty-three percent on all companies except for those located in the free-trade zone. Those companies are only charged fifteen percent. A unique aspect of Colombias corporate tax system is that most capital gains are charged at the ordinary rate. Capital gains that are exempt or taxed at a special rate are in the minority. Not uncommon, depreciation and depletion expenses are deductible. Net operating losses, expenses abroad, and specific taxes are some of the other commonly deductible items. For individuals, Colombia has a progressive tax system that ranges from zero to thirty-three percent. Colombias tax system measures individual income using Tax Value Units (UVT) (Taxes-Accounting, 2010); one Tax Value Unit is equal to 24,555 Colombian Pesos (Colombia Tax Rates, 2010). The individual income tax progresses through four levels: zero percent, nineteen percent, twenty-eight percent, and thirty-three percent. All taxpayers that have greater than 4,100 UVT are charged a thirty-three percent income tax rate (Taxes-Accounting, 2010). IFRS Compliance with IFRS Colombian GAAP has not been updated since 1993, so the World Bank recommends that Colombia adopts International Financial Reporting Standards in their entirety and that the nation creates a High Council to manage and oversee this process. Furthermore, the World Bank would like Colombia to create a body that enforces these accounting and auditing standards. From 2007 to 2009, the Colombian Congress has been agonizing over a bill that would mandate all large companies in the nation to fully adopt IFRS by 2010. The bill would also stipulate that small to medium companies adopt IRS by 2012 (Colombia, 2009). However, in 2009, the Colombian Congress enacted a bill that only calls for the convergence of Colombian GAAP with IFRS, as opposed to the complete adoption of IFRS. Standards Compliance Index Currently, according to the Financial Standards Foundations Standards Compliance Index, Columbia has only obtained a score of 40.83 out of 100 and ranks 48 among other countries for compliance with international standards. The nation is successful with data transparency and macroeconomic policy compliance but needs to work on remedying the transparency of its fiscal policy. Columbia has struggled with the latter because of difficulties managing the budget both regionally and municipally. The nations weakness in financial regulation and oversight has had the greatest negative impact on the Standards Compliance Index (Colombia, 2009). This is clearly a result of the lack of auditing standards and the lack of required independent financial audits (Accounting Standards Update by Jurisdiction, 2010). Columbia scored relatively well in accounting and auditing standards because of the evolution of legislation that dedicates the country to converging its present auditing standards with inter national standards (Colombia, 2009). Auditing Standards In the World Banks assessment of Columbia, the institution was concerned over the nations lack of auditing standards. The International Monetary Fund also found that Columbia did not comply with international auditing standards. Furthermore, the World Bank was disturbed that external audits are not mandatory and that the concept of independence does not even exist in Columbia. The World Bank concluded that, in Colombia, the legislative requirements on auditing contradict the modern concept of financial statements audits' (Colombia, 2009). In this nation, auditors also act as controllers, and the latter role should only be assumed by management to follow suit with international principles. As a result, the World Bank recommended that Columbia adopt International Standards on Auditing (ISA) and develop new legislation that will create regulations for auditors and improve auditing requirements. The legislation should also create an organization that would oversee auditors and enforce au diting standards. To further improve the strength of its auditing profession, Columbia should improve the licensing requirements for auditors and provide training programs on International Standards on Auditing. The nation should also create a professional organization that encourages the independence of auditors (Colombia, 2009). Columbia is currently in the process of converging its auditing standards, or lack thereof, with international requirements.

Recruitment and Selection in Business :: Papers

Recruitment and Selection in Business Organisations are always needed to recruit new staff every so often. There are many reasons behind this: * If the business has grown, more staff are needed to carry out existing jobs and new posts. * If any existing staff have left by retirement, dismissal and other reasons, these vacancies need to be filled. * Internal promotion offers the existing employees more goals to set. If they take this up, a new member of staff must replace their previous position. In order to perform successfully and remain competitive, a business must have a good recruitment and selection team within their human resource function. Recruitment must be a success by ensuring that they attract the best candidate for to fill the job vacancy. Selection processes are carefully devised and carried out on the possible candidates to help the organisation choose the best person possible to do the job. The Recruitment and Selection Process ===================================== Job Analysis [IMAGE] Job Description [IMAGE] Person Specification [IMAGE] Recruitment [IMAGE] Selection [IMAGE] Appointment/ Interview [IMAGE] Induction Job Analysis ------------ A job analysis is carried out to try and make the position available attractive to the right candidate straight away. In order to attract the ideal candidate, the Human Resources Department must state exactly what they want and be very clear about it. A job analysis must include exact information about: * What the job will involve doing. * What qualities are required to do the job, qualifications and personal attributes. * Wages * Hours Job Description --------------- A job description s designed to outline basic information about the job itself and the role of the employee for that job.

What It Takes To Have A Lasting Relationship

There are three secret C’s to building a lasting relationship. These are commitment, communication, and creativity. According to relationship experts and best-selling authors, Kathlyn and Gay Hendricks, who have been successfully married for 25 years, the first big secret to a lasting relationship is the C-word most people dread – commitment. In a romantic relationship, couples should commit to processes or how to get things done together and not to outcomes as these will not lead them their desired goals for the relationship. Similarly, speaking honestly and telling the truth are ways of committing. Contrary to what others think, secrecy and keeping a part of oneself are not healthy. Moreover, since it is not easy to fully commit, each one may sometimes fail; yet the secret is to keep on recommitting and not dwell on the failure of committing (Hughes, 2006). The second big secret according to the Hendricks is knowing how to deal with emotions such as anger, fear, and sadness. These are the most difficult feelings humans need to address; hence learning how to be aware of these feelings and to speak about these in a simple and honest way (Hughes, 2006) is crucial for the relationship. With this, healthy and open communication lines should be maintained between couples. Another big secret to a lasting relationship is creativity. The Hendricks claimed that couples should learn how to support the creative path of their partners. They further said that creativity adds to people’s attractiveness and revitalization. Moreover, creativity in individuality and in unity is also important in maintaining relationships. Hence, appreciation or gratitude for these also need to be maintained. Consequently, maintaining a relationship is not just a walk in the park for couples. For it to last, commitment, communication, and creativity are needed.

Kirk Patrick Samuda, Kirk Samuda, Hacking and Intrusion

I read an article written by Mr.. Mathew J. Schwartz, dated March 12. 2012, for Informational via darkening. Com, and ponder the strength of the subject matter discussed, I asked myself the question when does attack prevention begin? The question does present an abstract yet requires that careful thought be exercised when approaching information security breaches, and how to prevent attacks; a technological melancholy with very expensive associations.According to Mathew, â€Å"It Is very Important for companies to consider the smartest ways to first detect, block, and subsequently investigate employees with malicious motives†; joined to a vigorous external process that outlines preventative mechanisms that are designed and Implemented around an ERP that Is based on a review of hundreds of attacks. Hence the best way to identify, then possibly prevent an internal or external attack is to start with a security audit specifically created as a countermeasure; simply an attack prev ention program.For any information security audit to be effective, with the intent to prevent or educe attacks; it is absolutely necessary to be proactive and first create an insider threat program, that reinforces the fundamental purpose of the CIA triad which highlights information confidentiality, and how protection of company assets is most vital to the preservation of authorized restrictions and how information is accessed and disclosed. Never allow any type of attack. Successful or otherwise to go undocumented or wasted. If you experience an attack, learn from it,† For example, let us analyze an information security breach case of a financial corporation that caught n employee trying to steal very private company trading algorithms. Accountability and authenticity must immediately be exercised to ensure that the employee is held accountable and that company property is not violated; and that immediate verification with transitional trust were exercised for the purpose of data integrity and security authentication purposes. Upon identifying weaknesses within the security framework. An informed security team must Immediately exercise new security measures, policies and protocols that reinforce the prior, to explicitly watch for similar types of attacks. As a result of the ROR improved steps, another employee was caught subsequently trying to copy the It was very clear from Mathew Schwartz writings, that most insider attacks occur within a short period of time, especially when an employee conspires to steal intellectual property which normally occurs within 30 days.Fraud is usually an exception, because the monetary rewards normally lead to the perpetrator wanting to continue the attack indefinitely. Hence, it is very important once again to know that malicious employees are likely to launch an information security attack within 30 days of resigning or after they leave the company. As such, keep a close eye on departing or departed employees, track th eir movements prior to departure, by carefully monitoring their computer usage history file.Attack prevention analysis transcends beyond simple security audits that typically attempt to exhaust security protocols and mechanisms. What is fundamentally necessary, is that the security mindset of everyone involved with information and information security; to become profoundly aware of what an adversary is, how to identify vulnerabilities and threats, while exercising counter intuition as a prompt form of virtual defense against attacks. Conclusively, it is paramount for businesses to have in place effective security technology and use it.Identifying both internal and external vulnerabilities and threats is the responsibility of every employee. Most important, it is the primary responsibility of executive management to ensure that qualified security engineers are employed to collaborate with I. T in creating a centralized ERP that pinpoints signs of information infiltration and data exf oliation; which is basically an attack or intelligent threat that violates the security protocols of the system, and security policies of the company.

Life In A Highschool Essays - Social Groups, Youth, Adolescence

Life In A Highschool Essays - Social Groups, Youth, Adolescence Life In A Highschool Life in a High School Bart Hayes Eng102sec.065 4/27/00 Cliques are small groups of between two and twelve individuals. Cliques are small enough that the members feel that they know each other better than do people outside the clique. Members of a clique share common activities and friendships. They are social settings in which adolescents hang out, talk to each other, and form closer friendships. Groups of friends, called cliques can be important for social upgrading, but in most cases the enormous power and effects of these cliques can create alienation, exclusion , and destructive results. In my high school , as well as every other high school in America there are social groups of individuals, called cliques , that effect every individual whether they are an insider or an outsider. Generally there are the cool cliques , the athletic cliques, the freak clique, the skater clique, the smart clique, and the average clique. Almost everyone finds their place in one of these cliques, but there are always a few outsiders who go through high school never knowing where they belong. these are the people who are constantly ridiculed, picked on , and talked about day in and day out. The effects can be devastating, even deadly. In Littleton, Coloraldo two outcast teenagers came into school one day and began shooting, targeting the athletes and other students who had made their lives awful by ridiculing them constantly. Seniors Eric Harris and Dylan Klebold stormed their suburban Denver school with guns and bombs last April 20, killing 12 students and a teacher before taking their own lives(Kenworthy 1). Augustana University education professor Larry Brendtro explained kids who feel powerless and rejected are capable of doing horrible things(Cohen 4). A high school student, Jason Sanchez understands why the two outsider snapped by saying If you go to school, and you dont have friends, it drives you to insanity(Cohen 4). So what do these lonely outcast kids do if they are rejected by everyone? Roger Rosenblatt discusses in his article, Welcome to the Works of the Trench Coat , how kids will discover self-worth by hating an enemy(Rosenblatt 1). The kids of Columbine for example look alike; they conceal differences. People who are attracted to clans and cults seek to lose their individuality and discover power and pride in a group. As individuals , the killers Eric Harris and Dylan Klebold, were vulnerable, taunted by the other tribes in school the cliques, the athletes as geeks and nerds(Rosenblatt 1). The end result as a young girl involved in the murders reported was , He just put a gun to my head, and he started laughing and saying it was all because people were mean to him last year(Rosenblatt 1). The social warfare of cliques has no limits or boundaries; anything can and will happen. Columbine High School is only one example of how high school cliques can be damaging to teenagers. At Glen Ridge High School a group of jocks raped a retarded woman. In that attractive upper-middle-class New Jersey suburb, thirteen jocks were present in the basement where the young womans body was penetrated by a baseball bat and a broomstick. The country was sickened by the inhumanity of a bunch of guys who were among the most admired and envied young men in their community and high school (Lefkowitz 653). These star athletes were not even afraid of being punished. They told their friends and schoolmates of the incident not trying to hide it at all. Athletes are treated as kings of the school. This is not only true for the athletes , but for the cheerleaders too. In the article by Adam Cohen he says While others plod through high school, they glide: their exploits celebrated in the pep rallies and recorded in the school paper and trophy cases(Cohen 2). Another high school student Blake McConnell says that The jocks and the cheerleaders have the most clout, they get out of punishment even with the police. Joe Blow has a wreck and has been drinking, and he gets the book thrown at him. The quarterback gets busted, and he gets a lighter sentence ( Cohen 2). How does this

Travel Industry Investigation

Travel Industry Investigation Introduction It is crucial for every new company to examine the industry to figure out its strengths and weaknesses. Such investigation is needed to analyze competitors, see if there are available positions on the market, and how hard it is to gain customers. Based on the results of the research, a company may develop a list of needed resources that are necessary for the success of chosen strategy.Advertising We will write a custom research paper sample on Travel Industry Investigation specifically for you for only $16.05 $11/page Learn More This kind of investigation allows a company to research technologies and methods that are being used by the competitors, and their effectiveness. The travel industry is as a set of various enterprises and organizations that provide numerous services. Competitive Environment The growth rate of the travel industry in the last few years has been extremely rapid. Currently, The United States and China are two leading countri es in this business. The travel industry has directly contributed $2,364.8B to the world’s GDP, and its total contribution was $7,580.9B in 2014 (Ali, 2015). These numbers are enormous and make travel business play a huge role in the global economy. This industry has supported 105,408,000 job spots, and it has invested $814,4B in 2014 (Ali, 2015). It is necessary for the industry to keep developing, so new jobs are created. Travel contributes to total GDP through such commodities as transportation and entertainment (Ali, 2015). This business is impacted by seasonality, and it is one of the core issues of this industry. There are so called high season and low season. Travel companies gain the most profit during the high season, and tickets are rarely bought during the low season. This happens because travelling is extremely dependent on changes in climate. Summer is often the most profitable season because of holidays and vacations. Some customers prefer to visit certain count ries during a particular time of year. The economic situation is also crucial because this industry is extremely sensitive to economic changes. Schoinas and OConnell (2011) state that the global economic recession has had a severe impact on the air transport industry (p. 354). This claim signifies that this industry still suffers from the consequences of the recession just like the others. There are sub-industries such as hotel chains, trade and transportation companies, travel agencies and others. The hospitality industry is one of the biggest sub-industries. It provides transportation, lodging, and other services. Some enterprises in the travel business develop technologies, some provide services, and some offer support to other companies.Advertising Looking for research paper on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Alliances and partnerships are often formed on beneficial terms to provide each ot her with a range of services. Overall, this industry is developing at an extremely fast rate, and it should not stop anytime soon. Expedia is the leader of this industry in the United States. Currently, it holds about 26% of the market share thanks to the acquisition of an innovative search engine (Trefis Team, 2014). The biggest competitor for Expedia is Orbitz Worldwide, and it holds 21 percents of market share based on the available data (Trefis Team, 2014). The next biggest competitors are Priceline and Travelocity. Their combined market share is around 95 percents, and it allows them to set the standards for other firms. Industry Environment Every single company in the travel industry chooses a primary group of clients and continues to focus on that group. Some prefer to offer their services to leisure travelers and others focus on business passengers. It is necessary for every company to select and focus on the particular target market. The determination of the target group is one of the biggest problems. The primary customers are those with average or high income. Every travelling company focuses on a selected group of clients and picks the position in the market. Robinson (2009) states that a review of its internal resources and competencies can enable the business to determine its future strategic direction (p. 114). Differently put, it is necessary to investigate the available resources for a company in the travel industry. The key suppliers are travel agencies. Currently, the market is stable because of new technologies. However, it is extremely prone to changes in the environment because it is extremely complex and not stable. Xiang and Formica (2007) state that the environment changes constantly and generates uncertainty for decision makers in the organizations that are responsible for identifying external opportunities and threats (p. 1194). This means that it is relatively hard for managers to develop strategies based on analyzed data, and becau se of this environmental scanning is often used. Key issues of this industry are problems with registration and problems with excessive emission. The whole industry is regulated by the government. The United States Environmental Protection Agency plans to set new emission standards because currently it is not controlled that well. Such regulations have a huge impact on the industry because travel companies may need to develop new technologies to meet the standards.Advertising We will write a custom research paper sample on Travel Industry Investigation specifically for you for only $16.05 $11/page Learn More Financial Aspects Total travel expenditures in the United States were $136,700B in 2014 (The World Bank, 2015). Average annual costs for information technologies are $20B each year. The average annual expenditures are ten percents of revenue. Schinasi (2003) claims that the market is stable if there is an absence of the kind of volatility that could hav e severe economic consequences (p. 4). In other words, the market stability is dependent on how prices vary. Multimodal Transport System, Hadoop tools, Mobile Retail Solution, Fully-Integrated Inflight Entertainment and Connectivity System, and Real Time Content are often deployed. Such systems are different, but they are implemented to enhance the experience of customers. The number of travel applications is enormous. Most of them are available on iOS, Android, and Windows Phone. The most popular applications are entirely free, and paid applications often have better functionality. Such applications like Uber allow users to take a taxi from the phone in foreign countries (Talty, 2015). Similarly, Waze is an extremely useful GPS navigator that lets one to read traffic reports that were submitted by other users. WeatherPro is a great travel application for those interested in weather reports. A user is able to get detailed information about flight paths with FlightTrack. XE Currency is the leading application for currency conversion. Similarly, Converter Plus allows other types of operations besides the standard one. Entrain is a quite innovative applications that can help one to beat the jet lag. Packing Pro is extremely helpful because it suggests a list of items that you may want to pack for a vacation. Perfect World Clock is a great addition to the arsenal of applications for those who travel a lot, and it is hard for them to keep track of time zones. Skyscanner is a leader among booking applications. It allows its users to have a quick access to detailed information about price changes. Similarly, Hostelworld helps users to book cheap hotels and read customer reviews. Stayful lets one to find a hotel based on the budget and also helps with the process of negotiation. Google, MeteoGroup and Uber are the leading developers of this kind of applications. Overall, there are all kinds of travel applications, and they make visits to other countries much more comf ortable for the customers while being extremely profitable. Standards Standards are crucial for this industry because the safety of customers is of utmost importance. There are companies that focus on raising the standards in the travel business such as ABTA that functions for 65 years already. There are two standard bodies in this industry.Advertising Looking for research paper on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More International Air Transportation Association provides a range of protocols and other information that may be purchased. OnepTravel Alliance is another standard body that transfers information and supports various standards. NDC Program creates standards for communication for the whole industry. Trends and Innovation Currently, there are four technology trends in the travel industry: cloud enablement, social media explosion, the mobile revolution, and analytics (Peterson, 2014). The first trend allows companies to interact with the customers in entirely different ways because of changes in the way the data is accessed. Social media is a great way for travel companies to promote themselves, and it is an extremely useful when gathering information about the clients. The mobile revolution has led to dramatic changes in the way travelling is perceived. The positioning of the relatives is no longer a matter of concern because of new mobile services. New technologies allow customers to sha re their travelling experience with others via photos or blogs, and the profit of travel companies is increased as a result. The last trend is so important because it allows companies to have a better understanding of the recorded information. Predictions and strategies are developed based on the received data. New models of aircraft should also have an enormous impact on the industry. However, some companies like Southwest Airlines prefer to use only one type of jet airliners because fleet commonality has numerous advantages from the logistic and economic standpoint. Aircraft of the same kind is much easier to repair, and standard parts are easier to attain. Another important aspect that should be noted is that there is no need for additional training of employees if only a single type of aircraft is being used. However, there are limited opportunities for progression and development when the airline does not offer long range flights. Maintenance costs are enormous and hard to mana ge because of a number of flights that take place each day. Mobile and Internet services are game changers for this industry. Smartphones allow customers to order tickets at last possible minutes. There are mobile applications that guide users through a country in the way a human guide would. Web sites offer travel suggestions that are personalized based on the collected and analyzed data. All the information about travelling is available in real-time and can be easily accessed, and many customers find it extremely convenient. New technologies also allow companies to advertise their services in different, previously not possible ways. There are organizations that specialize in the development of new technologies for this industry. Google is one of the leaders because it offers a number of services such as the Google Maps and Google Now. Google Glass and Smartwatches are going to become a future of this business if they become more affordable for an average customer. Geolocation serv ices also have changed the industry. These services help users with keeping track of their positioning not just outside but even indoors. Visited locations are also remembered, and it is helpful in case of emergency. A possibility of space tourism should also significantly impact the industry. However, it is still in the relatively early stage of development. Tours to Europe are becoming increasingly more popular. There are such hot spots as Netherland, Iceland, Switzerland, Austria, Spain, Germany, France and Slovakia. Also, there are countries that were always popular with tourists such as India, Japan and Costa Rica among others. Conclusion In conclusion, the travel industry is enormous, and there is always room for competition. It is paramount for the global economy because of its contribution to the world’s GDP and the number of job spots it currently supports. This business continues to grow at incredibly fast rates thanks to the introduction of new technologies and con tinuous increase in the interest of customers. Travelling is relatively affordable nowadays, and not the way it used to be years ago. Companies in this industry always develop new strategies and methods to make sure that the customers are satisfied. Clients of travelling companies prefer to stay loyal, and it is necessary to keep such customers. However, the industry’s economic sensitivity and the fact that it is so hugely impacted by seasonality prevent this industry from even further development. Nevertheless, the travel industry is huge, and it is the future of entertainment. References Ali, R. (2015). Five charts that explain the size of the global travel industry in 2015. Retrieved from http://skift.com/2015/04/13/five-charts-that-explain-the-size-of-the-global-travel-industry-in-2015/ Peterson, S. (2014). Four ways technology is reinventing the travel industry. Retrieved from forbes.com/sites/ibm/2014/09/29/four-ways-technology-is-reinventing-the-travel-industry/ Robins on, P. (2009). Operations management in the travel industry. Wallingford, UK: CABI. Schinasi, G. (2003). Responsibility of Central banks for stability in financial markets. Washington, DC.: International Monetary Fund. Schoinas, D., OConnell, J. (2011). The airline retail industry: a customers perspective. World Review of Intermodal Transportation Research, 3(4), 353-375. Talty, A. (2015). Best Travel Apps for 2015. Retrieved from forbes.com/sites/alexandratalty/2014/12/11/best-travel-apps-for-2015/ The World Bank. (2015). International tourism, expenditures (current US$). Retrieved from http://data.worldbank.org/indicator/ST.INT.XPND.CD Trefis Team (2014). Competitive landscape of the U.S. online travel market is transforming. Retrieved from forbes.com/sites/greatspeculations/2014/04/08/competitive-landscape-of-the-u-s-online-travel-market-is-transforming/ Xiang, Z., Formica, S. (2007). Mapping environmental change in tourism: A study of the incentive travel industry. Tourism Man agement, 28(5), 1193-1202.

These Are the 5 Worst Problems with College Boards AP Program

These Are the 5 Worst Problems with College Board's AP Program SAT / ACT Prep Online Guides and Tips We’ve talked a lot about the AP Program in the past – why you would take AP classes, how many you should take, and how AP compares to the IB program. But what are some of the major problems with the AP program?In this guide, we'll go over the top five worst problems that the College Board and the AP program are dealing with. We will also explain how you can avoid these problems and get the most out of your AP courses. The Top 5 Problems With Advanced Placement As a brief disclaimer, we don't expect the Advanced Placement program to be perfect, and there are many benefits to taking AP classes, as we've covered in the past. That said, by covering some of the weaknesses of the AP program, we hope to help students make more informed decisions about their schedules, especially in the midst of today's intense college admissions environment. Problem 1: More Tests Taken = More Failed Tests The AP Program is growing too fast for all the new programs to be supported, especially at low-income schools, leading to more failed tests than anything else. As we’ve discussed in the past, the ultimate goal of taking an AP class is to pass the AP test at the end of the year – if you don’t, you’ve basically wasted the $92 you spent on the exam. So it’s a problem if most of the AP growth in recent years comes from failed exams. College Board often celebrates the results of the fast-growing AP Program – nearly 5 million tests were taken in 2017, for example. However, the flip side to this is that with new AP classes and programs come growing pains, especially in schools that don’t have a lot of funding for new AP programs. It takes a few years for a class to really settle in at a high school, and for a teacher to get used to the AP curriculum. It can take a few years for a teacher to master a curriculum. This takes even longer in low-income schools – explaining why a lot of the growth has come in the form of failed AP tests (you can see how the average test score has fallen over time here). A report from Inside Higher Ed looks at this phenomenon: â€Å"The data also show, however, a more than doubling in the number of AP examinees who only achieve test scores of less than 3 on the exam. (Typically a score of three is the minimum required for college credit, and critics of the program have said that increases in the number of sub-3 scores suggest many students may not be gaining from the courses, a contention disputed by the College Board.) These figures grew from 182,429 to 395,925 during the last decade. Likewise, the number of AP exams with scores of less than 3 also more than doubled, from 521,620 to 1,345,988. The data also show significant gaps in participation rates and success rates (scores of 3 and higher) on the AP exams, by racial and ethnic group. White and Asian students are more likely to participate and to get good scores. Black students are much less likely to do so.† In other words, people are questioning how good the expansion of the AP program actually is if it just means more students are failing AP exams every year. There have been concerns for years among teachers about the program growing too fast, and schools being too lax about which students get to take AP. A 2009 survey of 1,000 AP teachers found that "more than half are concerned that the program’s effectiveness is being threatened as districts loosen restrictions on who can take such rigorous courses and as students flock to them to polish their rà ©sumà ©s." In short, there are thousands of students winding up with failed AP tests each year – which is no good for them or their schools. You could argue that the experience of taking an AP class helps students prepare for college, but the fact remains that rapid expansion is not leading to the best outcomes for many students. Problem 2: Too Much Material, Too Little Time Even though many courses have been revamped, AP still tends to be seen as a shallow, memorization-based program, in comparison to IB and home-grown curriculums at other schools. In one blistering critique of AP classes in The Atlantic, a former teacher writes: "the AP program leads to rigid stultification." He complains that by requiring so much material, AP classes lose depth and the opportunity for meaningful learning. Another study, reported in KQED, finds that â€Å"AP courses don’t always teach critical thinking skills or allow students to explore topics more deeply. Instead, they often turn into a race to cover a wide expanse of information, some say.† Okay, this is a slight exaggeration, but you would be surprised at the size of some AP textbooks. This is especially true in contrast to IB, which explicitly focuses on developing critical thinking and writing skills. By requiring students seeking an IB diploma to write an extended research essay, take a class about theories of knowledge, and including more writing on the exams, the IB program emphasizes critical thinking, research, and writing in the way AP classes simply don’t have time for. Even in places where the AP program has revamped classes, like biology, concerns remain. A Washington Post article notes: â€Å"The new curriculum will encourage more work in science labs and less parroting back of formulas, more work on historical thinking and less memorization of historical minutiae. That all sounds pretty good. But it will do little to improve teaching and learning, especially at schools with low-levels of instructional and administrative capacity.Merely asking teachers to spend less time drilling and more time promoting inquiry, in other words, does not make them able to do so, nor does it prepare their students to succeed in such classes.† A New York Times article further explains why it can be hard for teachers to switch over from drilling to experiments and critical inquiry: â€Å"While Ms. Vangos believes the program could inspire students who â€Å"like to think outside the box,† she worries that the new math requirements will discourage others. And with so many cutbacks these days in education budgets, she says, the need to improve lab facilities at many public schools 'is absolutely going to pose a big problem.' Labs in resource-strapped urban schools often don’t have enough of even basic tools, like dissecting microscopes, for their students.† In short, it’s hard to balance the fact that AP courses tend to pack in tons of material with a desire to emphasize critical thinking and accessibility. Especially in schools without many resources. At the end of the day, if you’re in an AP course, you’ll likely find yourself spending more time drilling definitions with flashcards than, say, conducting experiments or reading novels. The new AP Capstone program does attempt to rectify some of these issues. Read more about it here. Problem 3: You Won't Always Get the College Credit You're Expecting The AP Program might not lead to the college credit you want for two reasons. First, AP classes often aren’t always as rigorous as their actual college equivalents, and some colleges are getting stingy about granting AP credit. Again in The Atlantic, the former teacher argues AP classes aren’t actually equivalent to college-level courses: â€Å"Before teaching in a high school, I taught for almost 25 years at the college level, and almost every one of those years my responsibilities included some equivalent of an introductory American government course. The high-school AP course didn't begin to hold a candle to any of my college courses. My colleagues said the same was true in their subjects.† Additionally, in college, your AP course doesn’t always grant you credit. Sometimes it just gets you out of your department's intro courses – which you might want to take anyway to get a more solid understanding of the material. It can be hard to replicate the college experience in a high school classroom. It’s important to note that many schools – particularly large public universities – will give you credit for AP, especially for gen-ed courses. To look at an example of a public university, at the University of Utah (my local state school) you can get tons of AP credit, enough to knock out your general education requirements in high school. However, many private colleges, especially top-tier ones, are shying away from granting AP credit. For some schools, credit policies are drawn on departmental lines. Math and science AP courses get credit more often than History or English. To look at one example of a top-tier school, Princeton, you can get into harder history courses with excellent AP US or World History scores, but you won’t get credit for your high scores. Meanwhile, at Dartmouth, AP courses will no longer be used to grant any credit at all, though they will get students into higher-level classes. I can also speak to AP credit not panning out. Even though I took nine AP classes, and got seven 5’s and two 4’s, none of them got me class credit at Stanford, since Stanford mostly accepts AP credit from math, science, and language classes. However, those AP classes did a lot to help me prepare for Stanford classes – in fact most of my college study skills came from AP classes. In short, if you’re taking AP classes, you should get used to the fact that even though the classes will help prepare you for college, they might not get you credit once you get there. Problem 4: Students Are Overloading Another problem with AP isn’t so much due to the program itself, but how students (and parents!) react to it. Across the country, students are overloading themselves, thinking that taking ten AP classes is the ticket to a selective school. This leads to stressed-out, burned-out students. Plus, taking AP classes doesn’t even guarantee admission into schools like Harvard and Stanford. Some educators describe AP courses as kind of an â€Å"arms race,† where as certain students take more AP classes, others feel pressured to load up with more to compete. Local newspapers have run lots of articles over the last five years about students feeling the need to overload on AP classes. When students overload, they’re much more likely to get overwhelmed by the work and get lower scores on the exams. It also adds to the enormous amounts of stress associated with today’s college admission process. Problem 5: It Can Exacerbate Education Inequality While AP has often been touted as an equalizing force in education, it tends to just perpetuate unequal outcomes. Well-prepared and well-funded students do well on AP tests, and students from less wealthy schools do worse, so the AP program often reinforces education inequality. College Board often touts AP’s expansion into various public and low-income schools as a victory for education. The truth is that low-income schools often struggle to successfully implement AP programs and get students to pass the exams. So what ends up happening is that, similar to the SAT/ACT, the tests simply reinforce the status quo: students at well-funded schools do well, students at less well-funded schools struggle. Plus, the bigger the program gets, the less power it has to set students apart. Inside Higher Edexplores this phenomenon: â€Å"Consequently, their efforts, while well-intended, never address the underlying problems that affect school quality and educational equity †¦.the expansion of the AP Program failed to promote real parity between the educational haves and have-nots. Because once the AP Program reached a critical mass, it lost its functionality as a mark of distinction. Soon, scores of colleges and universities (Dartmouth being the latest) revised their policies around awarding credit for AP coursework or favoring it in admissions reviews. And ultimately, elite suburban and private schools began to drop the program, calling it outdated, overly-restrictive, and too oriented toward multiple choice tests. Thus, while students at Garfield High in East Los Angeles were for a short time doing the same work as students at Andover, the aim of equity proved a noble and elusive dream.† In short, the AP program isn’t living up to its promise of leveling the education playing field in the US. It’s even having the strange effect of causing certain private schools to drop AP and create their own advanced courses – making AP seem less special in the college admissions process. I’m not saying it’s the AP program’s responsibility to fix educational inequality in the US – education inequality is an enormous problem. It will take much more than just one program to fix it. That said, I think it’s important to evaluate how successful programs actually are in trying to fix the problem – especially if they claim to be part of the solution. So Should You Take AP Classes? Given these problems, should you totally give up on AP? After reading through all of those issues you may be having second thoughts. Not necessarily. I still think the AP program can be a great fit for many students. These are the steps you should take to make sure you get the most out of the program, despite its flaws. #1: Take the Hardest Classes at Your School We’ve looked at problems the AP has nationally, but the reality is you still need to take the hardest classes at your school if you’re looking to get into top colleges. That means you should still take AP classes if your school offers them and you're hoping for a top school but do not overload on them. Meet with your guidance counselor to talk about putting together a challenging mix of your school’s classes that doesn’t overload on AP – especially if your school’s AP program isn’t stellar. (Ask your guidance counselor about the pass rates your AP teachers achieve on the exams, and how often they notice students switching out of AP classes, to get a sense of how good the program is at your school.) If you’re aiming for top schools, your goal is to have a transcript that your counselor will report as â€Å"most rigorous† on the Common App guidance counselor report. If your school has AP, this means that, in most cases, you’ll need to take AP classes. But it doesn't mean you have to take every single AP course your school offers. If you overload, you risk stretching yourself too thin. It’s better to pass two AP tests than to fail four! Also make sure that for any AP class you take, you have solid pre-requisite courses under your belt. (For example, don't take AP Biology without having taken an introductory biology class first.) #2: Match Your AP Courses to Your Goals Do you want to get into a top-tier school? Or are you more interested in skipping general ed requirements at your state school and graduating college early? Your answers to these questions can help you decide which AP classes are worth your effort, and which ones aren’t. If you know what your goals are, you can create a smart AP program for you. For example, if you’re trying to avoid general education classes at your local state school, look up which AP courses fulfill these requirements at your state school, and focus on doing well in those. To take just one example, this may mean choosing to take AP Calculus over AP Art History if you’re looking to complete your college math credit in high school – even if you love art! If you’re aiming for a top school, look at AP courses that allow you to explore your interests and show your academic strengths. To continue our example, this may mean taking AP Art History instead of AP Calculus to demonstrate your interest in the fine arts and humanities. #3: Avoid Common Pitfalls First of all, don’t load up on APs just to have AP classes all over your transcript. Take the right number for you. If this means taking fewer AP classes than your friends, so be it! Remember to pick out classes with your own goals in mind. Also, don’t underestimate the exam – you have to study to pass the AP test, even if you think the class is easy! Getting an A in an AP class but getting a 1 on 2 on the exam looks bad. Make sure to take at least two full practice exams before the real thing. Finally, continue to develop your other interests in high school. Don’t take 10 AP classes but sacrifice a key extracurricular or studying for the SAT/ACT. Remember AP classes are just one factor of an advanced high school experience. #4: Focus on the Positive Although we’ve talked a lot about problems with the AP program, I still think it’s a great way to prepare for college. You can get a lot out of AP – by learning to study on your own, developing self-discipline, and mastering challenging material. At the end of the day, how much you get out of AP classes will depend on how much effort you put in. Despite the numerous problems with AP on a national level, and uneven courses at my local high school, I’m really glad I took nine AP classes in high school. By developing my own study schedules before the tests, I honed my self-discipline and study skills. The writing fluency skills I gained from numerous AP history and English courses were also super helpful in college when I found myself with several essays to write at the end of every quarter. In short, even if the AP program leaves something to be desired at your school, you can still use it to develop your skills. Keep in mind that could mean doing extra studying outside of class and taking studying matters into your own hands. What’s Next? Thinking you should take IB classes instead? Get a comparison of the IB and AP programs. While you might think AP is the key to college, think again. Read about how a high ACT/SAT score is the single most important key to improving your admissions chances. Need some help with your ACT/SAT studying? Check out 21 SAT tricks you should be using, and find out the hidden hints in the ACT instructions. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Compare and Contract 2 Documentaries Movie Review

Compare and Contract 2 Documentaries - Movie Review Example Just like the way love takes on connotation in distinction to unresponsiveness or disgust, and civilization takes on the meaning in distinction to barbarism or pandemonium, documentary assumes meaning quite the reverse to creative writing film or investigational and ultramodern film. People would afterwards merely have an imitation or duplicate of a thing that already subsisted. However, a documentary is never a duplicate of realism but a representation of the planet people presently occupy. It symbolizes a particular perspective of the planet; something people might never have come across prior to even if the characteristics of the planet that is symbolized is recognizable to the world's inhabitants. A reproduction is judged through its loyalty to the original its capability to resemble, act like, and provide the same principles as the original. People review a representation further by the temperament of the delight it provides, the worth of the insight or information it offers, an d the eminence of the course or temperament, tone or viewpoint it instills. Queries arise from a representation as opposed to that of a reproduction. Are documentaries an imitation of realism and are the tribulations they portray remotely less sensitive? If a Tree Falls is a tale of the Earth Liberation Front, (ELF), an astonishing documentary by the dazzling youthful directors Sam Cullman and Marshall Curry. This documentary searches the prosecution of associates of the Earth Liberation Front (ELF) for a succession of expensive flammable fires. The trailers and a number of imagery of the film makes a person get disturbed that it is going to be a one-sided delineation of ecological heroes going to limits. This documentary was certainly nothing of the sort. The knowledge of short listing of the film in the documentary section of the Academy Prizing made many people. People hope that the film makes the final selection, even though the antagonism, as always, is hard. It would be an ele ction for fearless examination of intricacy in a planet drawn to over abridged portrayals of events and tribulations, champions and villains. If one gets an opportunity to watch it, he or she is urged to do so. Presently, the film is watchable in the ‘instant or quick play’ approach on Netflix. Those residing in New York have an opportunity to watch the documentary at the IFC Center depicted as a component of the Stranger than Fiction. Mutually, the two directors and makers of the film will be present. The film is summed up and scrutinized nicely in an enlightening feature tale that occurred in The Times previously and currently this year (Crimes against Property, as Protests, C5). Fairly than appraising the details, one is urged to go through it. At its nucleus, the film discovers the ancestry of one environmentalist’s decree-violating passion, and of the firmness of the centralized antiterrorism rules that emanated out of the Oklahoma City terror campaign in th e year 1995 and then the horrific attacks of September 11 in the year 2001. It is viciously neutral, despite offering a cherished, above-the-shoulder vision of the key acknowledged arsonist, the mild-behavioral Daniel McGowan, as he trails his dispute against a long prison sentence. This type of impartiality is highly dissimilar than the â€Å"reasonable and balanced† Fox-style TV meme. Inside the Times commentary, Curry articulated this concerning the balance: the

Rewrite Response Essay Example | Topics and Well Written Essays - 250 words - 2

Rewrite Response - Essay Example It would be more logical that as women have a bigger say in the content of comic strips there would be an incline in positive representation of female characters. Because I do not read comic books frequently, I found Scott McClouds’ comic strip somewhat difficult to comprehend, more often getting lost in the design. However, his pursuit for modification of genres in comic book, to diverge from the conventional male superhero/damsel in distress story flow that encompasses various gender labels. I settle with McCloud on the control of comic books, and the effect they can have on the person who read, similarly as we are influenced by print and mass media. Hence, the significance of the need for comic books authors to streamline gender disparities in comics and use their control to change the gender labels. According to As Glascock and Preston-Schreck findings, despite noticeable progress has manifested in the inclusion of women and girls in print media comics in the recent 20 years, many predetermined labels in day to day comics in recent paper remain benchmarks in current papers(428). Underrepresentation women is not limited only to comic books but also the media as well, if this continues the thinking of people our society will remain conventional and will hamper drive towards gender equality. I disagree with the part McCloud’s comic when he wrote that in certain circumstances, the fight for gender balance and representation of minority seem at balances with genre issues. The preceding two reasons for representation of the world as it is through a body of work, yet the later seems bent toward our concern to diverge form it (124). My view of extending genres does not mean deterrence from reality; rather a paradigm of focus from male dominated storylines to more gender- balance plots, and holistic inclusion of women. My opinion is that the three goals are intertwined and with a more varied genres it is possible to instill

Change management Assignment Example | Topics and Well Written Essays - 1250 words

Change management - Assignment Example As a result of diffusion of global trends to various markets around the world, demands of various nature are continuously rising from the markets and consumers located in the developing and developed economies. This essentially promotes a significant amount of business opportunity for various organizations around the world. Because of the rise of digitized communication trends, the barriers to accessing information of various markets around the world have become almost nonexistent and redundant. The ease of access of information by organizations around the world, are essentially encouraging them and providing them with the potential to move forward and enter into new markets. This is in return resulting in the process of increase of competition in the global marketplace. Companies and organizations around the world are increasingly feeling the pinch of this increase in competition in the marketplace. ... It has to be said that change management is very essential as it plays a crucial role for the purpose of attaining sustainable growth in the business while changing as per market conditions and requirements. While viewing change management from the theoretic and academic point of view, it is important to mention the fact that the change management denotes a broad arena of activities that is related to managing change at the workplace. The change management must focus on the process of integration on the lines of a range of elements which might comprise of communication, training , testing , implementation of the program as well as various new policies and procedures (Gustin, 2008, p. 209). It is of high importance to mention the fact that while trying to implement changes in an organization, it is necessary to design and implement the right tools that are required for effective management of change within the organization. It has to be said that the change management tools should be capable of addressing the requirements on the lines of identification of opportunity or problem, assessment of the organization, ability for project planning as well as preparation of sponsor, training and implementation (Pershing, 2006, p. 272). It is relevant to mention that the factors of change are largely dependent on a large number of variables. Talking in an elaborate manner, it can be said that the variables like nature and style of change , change consequence, history of the organization, nature of the individuals as well as individual history all plays a major role in identifying the possible outcome and response of a change that is going to happen within the organization (Cameron and Green, 2012, p. 60 ). Source: Cameron and Green, 2012, p. 60

The future of the entertainment and media industry in the USA Essay

The future of the entertainment and media industry in the USA - Essay Example Nothing can match up to the difference the media has created in our lives and with time it can only get better. Talking about the future of the media, it is vivid how large the impact is going to be with every step towards perfection of evolution and advancement in technology, every day, every month and every year. â€Å"The media is a clever businessman and a better speaker than any politician† and to reach to the mass ensuring success it has come up with reality shows on almost every channel that keeps the mass glued to their television sets. The news hour debates keep the elderly in the family busy after work, the sitcoms and reality events keep the youth engrossed and why won’t they if it’s a good platform to portray your talent and feel the taste of success being in the limelight in reality shows like the American Idol. The future of the media can only get better as aforementioned and there’s no reason why it shouldn’t. My aim would be to add t o the profits while bringing in something new to this wonderful industry. There is much scope for experimentation and evolution in this particular industry.

Media - A Fine Line Between Reporting the News and Creating the News Research Paper

Media - A Fine Line Between Reporting the News and Creating the News - Research Paper Example In actual sense, the journalists are the one that create the news by making them happen newsworthy. Most news organizations deliver news to the people, but they cannot always be where the news. This has led them to use the techniques of creating that could have happened. Through journalistic beats, we find the creation and reporting of news having a clear line to fill the pressures with news demand (Kenneth 45). To support this view, journalist beats being places where news events are usually expected to happen hence providing them with a steady stream of news. The crime report is usually created but not reported, example is the one that was on Toronto Star page A8 (Richard A8). This story is an example of news collected from provincial police officers and reported making it as though the journalist was at the courthouse. This excerpt from Toronto stars exhibits the way news is created and made to be reported. The w audience cannot question the news worthiness hence a fine line betwe en creating the news and reporting the news (Schudson

Abortion Essay Example | Topics and Well Written Essays - 500 words - 18

Abortion - Essay Example According to Peter Singer’s argument, human beings have a certain property that makes it morally wrong to kill them. The inherent property possessed by human beings increases their value and arguably overcomes any decision aimed at terminating life. However, infants do not possess the same property. Therefore, the fact that the properties are not evident in infants, Singer deduces that this does not make it morally wrong to kill them. He conversely considers the fact that some people who may have valued the infant may feel wronged. Such bestowing of value to infants by a section of the society emanates due to diversity in thoughts and believe. From the analysis this argument as presented by Singer, it is clear that it is based on the fact that he is of the opinion that killing an infant is less serious compared to killing a person. Therefore, it is correct inference that according to Singer, infants are less human and do not possess the same fundamental rights enjoyed by human beings (Lodp, 2013). Singer also advances the notion that infants who are rejected because they are physically handicapped are better off dead. Critical analysis of this sentiment shows that Singer believes that unwanted infants should not be subjected to the suffering that comes along with being raised in a hostile society or family. Instead of being discriminated on the basis of their physical appearance, abortion is a better remedy to the problem of infants being physically disabled. Therefore, Singer fundamentally supports his arguments by referring to the contemporary plight of human beings. From his illustrations on the development of the fetus during the early stages of pregnancy development, Singer tries to prove that the fetus cannot be harmed by not being brought into existence. His assumption is that, during the early stages of development, the fetus is not a fully grown life form or human being that can feel the pain of being killed. Singer has

Media - A Fine Line Between Reporting the News and Creating the News Research Paper

Media - A Fine Line Between Reporting the News and Creating the News - Research Paper Example In actual sense, the journalists are the one that create the news by making them happen newsworthy. Most news organizations deliver news to the people, but they cannot always be where the news. This has led them to use the techniques of creating that could have happened. Through journalistic beats, we find the creation and reporting of news having a clear line to fill the pressures with news demand (Kenneth 45). To support this view, journalist beats being places where news events are usually expected to happen hence providing them with a steady stream of news. The crime report is usually created but not reported, example is the one that was on Toronto Star page A8 (Richard A8). This story is an example of news collected from provincial police officers and reported making it as though the journalist was at the courthouse. This excerpt from Toronto stars exhibits the way news is created and made to be reported. The w audience cannot question the news worthiness hence a fine line betwe en creating the news and reporting the news (Schudson

Managing quality in a childcare setting Essay Example for Free

Managing quality in a childcare setting Essay 1.  Two pieces of legislation that ensure quality provision are The Children’s (Scot) Act 1995 and The Education (Additional Support for Learning) (Scotland) Act 2004. The Children (Scotland) Act 1995 links parts of child care, family and adoption law, that affect children’s quality of life. The Act puts children first and brings together three key principles of the United Nations Convention on the Rights of the Child; non-discrimination; the child’s welfare is the first thought; and that childrens views should be listened to. It incorporated these principles into Scottish legislation and practice. By following this act, settings can work towards a high quality environment that conforms to standards. The Education (Additional Support for Learning) (Scotland) Act 2004 is legal framework to give support where needed, for children’s learning, short or long term. The Scottish Government require all children and young people to realise their full potential and get the most from the learning available to them through connecting with a quality setting. The Act looks into supporting needs and co-ordinated support plans. The education authorities are charged with identifying needs, arranging suitable provision, creating co-ordinated support plans and reviewing and monitoring what provision is provided. 2.  Two pieces of non-legislative requirements that support a quality provision are Pre-birth to Three: Positive Outcomes for Scotlands Children and Families (Pre-birth to 3) and Getting it right for every child (GIRFEC) Pre-birth to 3 leads on from Birth to Three: supporting our youngest children as it now appreciates the impact of pregnancy on children and learning. It supports the Scottish Government’s ethos to develop a quality workforce that is supported and skilled with shared value base so that they can provide  children and their families with a good quality lasting outcome. It describes 4 key best outcomes – the rights of the child, responsive care, respect and relationships, and aims to encourage good quality practice through spreading knowledge from current research; using 9 key principles; for example the role of the staff, observations and partnership working involving other agencies. Girfec is an approach which allows practitioners to concentrate on what makes a positive difference for all children and young people and their families, and how these improvements can be delivered. It has been developed from a range of policies and strategies such as the UN Convention on the Rights of the Child, the Early Years Framework and the Curriculum for Excellence. There are ten core parts to it, such as developing a shared understanding of wellbeing; and a set of values and principles, such as promoting respect, patience, honesty and reliability as good qualities that are valued by children, young people, families and practitioners, which enables a quality practice to those agencies working across the range of children’s services. It is gradually being incorporated into all existing practices, policies and legislation that affects children, young people and their families. 3.  A human resource issues that support quality provision are Disclosure Scotland: Protection of Vulnerable Groups (PVG). Disclosure Scotland is a Scottish Government agency. Its purpose is to protect the safety of vulnerable people in Scottish society through maintaining a list of individuals who are unsuitable to work with children or vulnerable adults. It also creates a document for organisations and potential employers which lists an individual’s criminal history information. This allows them to make knowledgeable decisions when dealing with recruitment. The PVG scheme requires all those who have regular contact with children and protected adults (paid or unpaid) to become members. It permits employers to check that the people they are recruiting do not have a history of harmful behaviour. 4.   The Regulation of Care (Scotland) Act 2001 was created to give more protection to people who were using care services, by producing a structure for care regulations, raising the quality of provision and by building a competent and confident workforce. It set up two independent organisations: the Scottish Commission for the Regulation of Care (Care Commission) and the Scottish Social Services Council (SSSC). The Care Commission’s responsibility was to regulate and inspect (using the National Care Standards), a range of services providing care to children, adults and older people, and deal with registration, complaints and enforcements. It also promoted dignity and encouraged independence for care users. The previous system was Edinburgh and Lothian’s Registration and Inspection Service (ELRIS) which used both local authority and health boards to register and inspect care services (both private and voluntary). The SSSC’s responsibility was to improve the quality of the services by raising the standards of practice of the social services workforce: through supporting professionalism, standardising and promoting the training of the workforce and creating a code of practice for the staff and employers to follow. The SSSC allows individuals to have a shared value base, with everyone involved behaving and guided by the same values, beliefs, concepts and principles. By raising the practice, a good quality provision can give children the best start in life. Those who register with the SSSC, do so relevant to the role they hold in the work place not what qualifications they have, i.e. for a particular role you can have a range of suitable qualifications. The SSSC standardises the training and education required. It creates an equal footing for all workers doing the same job therefore showing the same level of competence which in turn increases public awareness and confidence in the role of providing a quality setting. It provides assurance that the people registered have integrity and are committed to their role whether they have the qualification or are working towards it. By committing to taking responsibility for their own learning to develop knowledge and values as well as assessing and updating regularly, practitioners are safeguard their continuing suitability for registration.  Registered childminders however are not required to be registered with the SSSC, as they are firstly registered with the Care Inspectorate, but find it is good practice to follow the SSSC code of practice and undertaking training. In 2010 the Public Services Reform (Scotland) Act’s objective was to streamline a number of government agencies. The work of the Care Commission and the Social Work Inspection Agency was consolidated into a new body: the Social Care and Social Work Improvement Agency (SCSWIS). The Social Work Inspection Agency had previously regulated local authority social work services. In 2011, SCSWIS had a name change: becoming the Care Inspectorate. The Care Inspectorate ensure quality care is promoted by registering and inspecting, individuals and organisations, such as childminders, voluntary organisations and local authorities as well as promoting improvement in care, social work and child protection services. The Care Inspectorate uses the National Care Standards as guidelines to register and inspect care services against. The National Care Standards: Early Education and Childcare of Children up to the age of 16 was created up by the Scottish Government, as required by the Regulation of Care (Scotland) Act 2001, and involved consultation with a large group of people such as service users, their families, carers, staff, expert bodies, service providers and professional associations. It represents the rights of the child and young person, as set out in the United Nations Convention on the Rights of the Child. It is used by service providers and the Care Inspectorate, to uphold and develop the quality of services and whether the services were conforming to the regulations. There are 14 standards with the main principles being dignity, privacy, choice, equality and diversity, safety and realising potential. The standards promote quality in child care settings by encouraging issues such as: effective communication between staff, parents and carers; sharing information as appropriate with other professionals involved with the child’s development; having staff establish effective working relationships with support agencies and with each other, families and children and providing opportunities for children and their family in the wider  community. References Scottish Social Services Council (2011) Code of Practice [online] available at http://www.sssc.uk.com/Codes-of-Practice/sssc-codes-of-practice-for-social-service-workers-and-employers.html (accessed on 12.01.2014) The Scottish Government (2004) The Children’s (Scot) Act 1995 [online] available at http://www.scotland.gov.uk/Publications/2004/10/20066/44708 (accessed on 12.01.2014) The Scottish Government (2209) Education (Additional Support for Learning) [online] available at (Scotland) Act 2004 http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL (accessed on 12.01.2014) The Scottish Government. (2010) A guide to Getting it right for every child [online] available at http://www.scotland.gov.uk/Topics/People/Young-People/gettingitright/background (accessed on 12.01.2014) Disclosure Scotland. (2011) Protecting Vulnerable Groups [online] available at http://www.disclosurescotland.co.uk/pvg/pvg_index.html (accessed on 12.01.2014) The Scottish Government (2005) A Framework for Supporting Front Line Staff: Summary Version ) [online] available at http://www.scotland.gov.uk/Publications/2005/05/10101405/14096 (accessed on 12.01.2014) The Scottish government (2002) The Regulation of Care (Scotland) Act 2001 [online] available at http://www.scotland.gov.uk/Publications/2002/01/14484/2531 (accessed on

Parental Awareness of Educational Play

Parental Awareness of Educational Play Introduction This study will be looking at how parents of children in a foundation stage setting understand and value play based activities to aid their childs learning and to consider their views on play as an integral part of the Early Years Foundation Stage (EYFS). Many policies have been introduced in the last few years concerning the education of young children. Through the implementation of policies which concentrate on supporting families, alongside initiatives like Surestart; childrens welfare and education have been united as well as support being offered for parents, families and the community. The idea of the family is now seen as an important part of early years education and parents should be encouraged and valued as they are important to the well being of their children and their educational benefits. Aubrey (2000) suggests that early education does not happen in a void and notably, we must remember that development begins with the family and reminds us that parents are a childs first educator. The EYFS tries to include all that is needed to ensure a child thrives in a EYFS setting, including children learn through play and parents work in partnership with settings. Although the EYFS is not without its critics. This study will seek to establish the extent of parental awareness of the educational value of play in the EYFS classroom. I have been employed in the early years sector for over fourteen years and have helped with the transition from nursery to primary school for many children, including three children of my own. During this time, I have experienced many parents whom are very happy for their child to be involved in a play based curriculum whilst in nursery education, but become concerned and surprised that children when entering school do not participate in a more structured and traditional curriculum and that the EYFS is continued into school. The next chapter will review the literature in the area of early years education, and will begin by considering some of the many definitions of play. Literature review This literature review, will discuss the many definitions of play. Major learning theories with reference to play, will be considered and how they have influenced education of today. It will also look at how policy has changed and developed, what has defined the Early Years Foundation Stage (EYFS) and discuss whether parents are aware of the benefits of a play based curriculum or not. What is play? An early definition of play comes from Isaacs (1999) who viewed play as the work of children. Montessori (2005) believed that children preferred to work whilst playing. Her teaching focused on children developing basic skills, skills could include button and fastening equipment to promote independence in dressing. Though Montessori did not promote learning through play, she did value individual effort as well as working as part of a group. (Lindon, 2001). Lindon (2001) believes play is a range of activities which are undertaken for their own enjoyment, satisfaction and interest. Play is not essential for survival although these activities support psychological wellbeing, learning physical skills and intellectual stimulation. Whereas Moyles (1989) comments on how play is valuable as an excellent learning tool, he also notes the difficulties in finding a definite, precise and conclusive definition of play. He continues by saying there is a need for a different terminology to be used, as the idea of play can be interpreted as something trivial, instead of being seen as play being serious and important to learning. Wood and Attfield (2005) agree by suggesting play cannot easily be defined or grouped as it is always dependant on circumstance and context, which can vary greatly. It has become apparent that although there is no clear definition of play, play is considered to be important by researchers in the field, although Peacocke (1987) argues that the lack of definition causes parents to be suspicious of play as a true learning activity. Child development and play Roussou as far back as 1700 challenged the idea that children were naturally sinful with the opposing idea that children were naturally innocent (Oates et al, date) Roussou as cited in Wood and Attfield (2005) used his knowledge to think practically on how children should be raised and determined that children from birth to twelve, should have their natural innocence appreciated and should be free, to run, jump and play all day. Ideas through the years have often challenged the current thinking of the time and childhood and play has developed and changed because of differing new ideas, to how we define it today. Child development ideas continue to be discussed and challenged with innovative and profound ideas having a large impact on how childhood has been conceptualized and children treated in society. Whilst others asked what do children know Piaget as cited in Garhart Mooney, (2000) suggests that Piagets work was about how children arrived on what they know? Piaget claimed that children construct their own comprehension by giving meaning to their surroundings and the people they meet. Piaget (1967) noted how all children of the same age appeared to think in similar ways, and how they would also make similar mistakes. From the observations Piaget noted the changes in the childrens thinking; this led him to believe that the child was an isolated individual, who adapts to the environment they are in (Smith et el, 1998). Gerhard Mooney, (2000) suggests Piagets theory has created the most comprehensive over view of young children and how they think, although practitioners of today can see some of Piagets theories are not as purposeful as once thought, the basic ideas of his theory still helps practitioners to plan a focused and challenging curriculum for young children. Lindon (2001) continues by suggesting that it is through Piagets beliefs that children create their own understanding of the world, which led him to highlight that adults should create environments which children can discover and learn by themselves. Cadwell (2003) suggests an example of this is the preschools of northern Italy, Reggio Emilia which are strongly influenced by the theories of Piaget. Vygotsky as cited in Garhart Mooney (2000) agreed with Piaget that childrens knowledge was created from personal experiences; although Vygotsky suggests that personal and social experiences can not be separated and that children learn from each other every day, their language develops and they grasp new ideas as they speak to each other, listen to each other and play together. Daniels (1996) proposes that Vygotsky saw play as an important activity to aid learning and development. Vygotsky as cited in Garhart Mooney (2000) suggests play combines time and opportunity for activities in social interaction, language and the use of symbols. He believed that this would empower the childs own interests and operate problem creating and problem solving. As cited in Brock et el (2008) Vygotsky believed these were the tools needed to work within the childs zone of proximal development and that when children are learning, they learn best when what they are learning is just outside their grasp. Th is means that practitioners should know what the child is capable of and what they are capable of understanding. The childs development should then be aided by adult guidance and teamwork with peers. Bruner (1977) continued to develop the ideas and theories of Vygotsky. He believed that children had an in built desire to learn. Bruner, like Vygotsky suggested that it is the work of the practitioner to know where the childs development is at and how they can carry forward the childs development to the next stage, he called this scaffolding. Broadhead (2006) suggests that Vygotsky and Bruners view is that the child and adult will work together, and through this they will develop new schemas. This idea has become increasingly popular, and its relevance to todays education. Development and play Froebel as cited in Macvanel (2009) believed that childhood was a stage in its own right and children were not mini adults. He felt children should learn through play, experience life first hand, self choose activities and use natural motivation. Froebel felt that play was a spiritual activity which reflected deep inner processes and change (Wood and Attfield, 2005). Montessori (2005) believed in an environment which is planned and learning activities supported training. She disregarded fantasy play stating it as insignificant and demeaning to the child, although she provided a child sized setting in which children could learn and rehearse life skills without the adult intervening. Montessori placed less emphasis on free play and fantasy play than Froebel (Montessori and Gutek, 2004). Where Montessori disregarded fantasy play, Isaacs (1995) saw the value of play especially spontaneous, imaginative and manipulative play. She saw that play could be used as a way to gratify frustrated n eeds, work through inner discord and gather understanding of the world in which children live and the relationships they have with people. Play was central to Isaacs curriculum and invited the children to adapt problem solving techniques and develop number, mark making and reading skills (Palmer, Cooper and Bresler, 2001). Current research carried out by Play England entitled Play for a change, revealed that playing had effects on areas of the brain controlling emotion, motivation and reward. The researchers continued by suggesting that play helps children to develop a range of responses to differing situations, experiences and relationships. To conclude it states playing aids children in developing flexibility and the ability to adapt to changing situations (Quarell et el, 2008). Leong (2009) agrees by saying the research into the links between play and cognitive and social skills is apparent and that play is the first stepping stone to children learning more complex ideas as they get older. This research raises new questions for those who view play as a trivial, simple, frivolous, unimportant, and purposeless behaviour and challenges them to recognize play for the important factor it is and the effect it has on childrens learning (Christie, 2001). Smith (2000) categorised play into five areas. He believed that children were active players, learners, social and emotional beings and autonomous players, and their play fitted into each of these areas. Lindon (2001) disagrees saying that researchers must be aware that although they desire areas of play to be clearly defined into categories, that these clear categories can restrict the view of play and when children play normally, they move between areas of play and adult defined areas of development with ease. A child, who is active in play, should not always be seen as just the child engrossed in physically active play (Lindon, 2001). Fisher (1996) agrees and points out that a child engaged in an intellectual activity is just as active as the child pedalling a bicycle. Eden (2008) says that children engrossed in play with others, learn how to work together and live together, that play is a valuable resource to promote equality and cultural awareness in young children. Smith (2000) agrees by saying that children establish healthy relationships with their peers and through play children have to learn to accept others. Bruce (2001) acknowledges that it is this enjoyment of all types of play that aids the children in play. Children reflect on what they have learnt, reproduce their experiences and through this cycle of everyday learning the children consolidate their experiences. Curriculum and play Since the 1944 Education Act, primary teachers and staff were given considerable freedom to teach what they believed to be educationally relevant to the children within their care (Cox and Sanders, 1994). Change was bought about after the Education Reform Act (1988), namely with the introduction of the National Curriculum (Cox, 1996). The national curriculum was introduced in September 1989 and is a framework used by all maintained schools to ensure that teaching and learning is well structured, balanced and sound (directgov, 2010). After the implementation of the national curriculum, it was soon thought that the children under five would also benefit from a curriculum. The Rumbold report (1990) was influential in developing recommendations for provision for these young children. Play and talk were recommended as key approaches. The first attempt to define a curriculum was called desirable outcomes for childrens learning (1996) and included six areas of learning. (Wood and Attfield, 2005). Play in the Early Years Foundation Stage (EYFS) The EYFS was implemented in 2007 and brings together the Curriculum Guidance for the Foundation Stage and Birth to Three Matters. The Effective provision of pre school education (EPPE) project, informed part of the EYFS and among other things showed that the experiences provided for young children in the Foundation Stage and early years settings have a strong impact on childrens learning and social development (DCFS, 2008). All schools and early years settings caring for children under five years have to implement the EYFS programme and the programme ends at the end of the academic year the child turns five (Pugh and Duffy, 2010). The EYFS sets out legal requirements and direction to help practitioners in settings meet the varied developmental and learning needs of all children under five years (Bruce, 2008). The EYFS proposes that flexible plans are used by practitioners to adapt ideas and that carers use observations to link play situations to learning outcomes. The main premise of the EYFS is that play is the central aspect and can support each of the six areas of learning (Canning and Read, 2010). For example, Pimentel (2007) suggests that to develop problem solving reasoning and numeracy in young children, practitioners should be providing mathematical opportunities through play based, open ended and challenging activities like imaginative play, songs and stories. Current research from Bergen (2002) agrees concluding there is a relationship between problem solving and pretend play and that social play has a great influence on problem solving of all kinds. Worthington and Caruthers (2010) continue by suggesting that parents should been shown how children explore mathematical meaning through play, to fully understand the concept. Riley (2003) suggests that play opportunities offer chil dren the chance to acquire knowledge and understanding of the world in which they live and that play has the potential to be the major approach to childrens learning. The EYFS, promotes parents as partners as it recognises that young children whose parents are involved in their early learning make notably better progress (Evangelou, 2004). The child and the family is now recognised as a whole, each able to benefit the other. Initiatives such as Sure Start believe in educating parents in order to educate the child. (Kurtz, 2003). Although Wiltshire (2002) argues that the whole idea of the foundation stage is confusing to parents as they do not know anything about its aims and outcomes. Petrie and Hollaway, (2006) suggest some parents may not be aware of the opportunities for learning that are embedded in a play-oriented curriculum, whilst Brotherson (2009) reminds us that at times, parents have concerns that their child is just playing and not learning what they need to learn and parents must be made aware that play is learning for children. Elkind (2007) continues by saying that parents are concerned their child is at a disadvantage if they are no t constantly engaged in high level learning and educational games, and is of the opinion that parents need to be alerted and reassured of the learning benefits of unscheduled imaginative play situations which will help develop their academic and social abilities. Since the EYFS has been implemented, there has been some who have criticised the initiative. There are fears that a single framework will result in a checklist style curriculum, with practitioners being overwhelmed with the framework (Thompson, 2006). Whitebread and Whitebread (2008) agree by continuing that although concerns over the expanse of the curriculum are minimal, there are serious concerns that in some areas the capabilities of the children are under estimated. Brock et el suggests that practitioners must be fully aware of the breadth and depth of play and a play based curriculum to be able to implement the EYFS effectively and with worthwhile outcomes. Key points As far back as 1929 Isaac defined play as childrens work, now over eighty years later the EYFS is based upon children learning through play. The EYFS principles are based on research and theory of the early years pioneers of education, although it is argued that parents are critical and confused by it. Policy and early years initiatives are encouraging parents to become involved in their childs care, but it is unlikely they will become involved and embrace the EYFS if they do not understand the ideas and concepts which it is built around. I am interested to see if parents understand the benefits of play, or like Peacocke (1978) suggests parents do not see the benefits of play and like Whitebread (2002) states they are confused by the foundation stage. Research Aims To find out what knowledge parents have of the Early Years Foundation stage. To gather information on what parents understand are the benefits of play as a learning tool in the foundation stage classroom. To gain insight into what parents views are of a play based curriculum compared with a more traditional curriculum. Methodology This chapter will look at how the research for this study has been approached, how I have designed the research and how it will help to answer the question Do parents of school age children value play as a learning tool to support the Early Years Foundation Stage? I will look at which methods of research have been chosen and why, highlighting the benefits and problems surrounding the chosen methods. Validity and reliability of the research will be discussed as well as discussing ethical issues which may arise whilst carrying out the study. Method and Approach This piece of research is focused upon parental views and awareness of the educational value of play, it will use qualitative methods during which personal opinions will be sought. As the parents views are paramount within the research the methodology used will be an interpretive approach. Robert Holmes (2005) suggests that qualitative researchers believe that the social world is created by the shared understanding of situations. Cresswell (2003) continues by saying that qualitative methods bring peoples personal views into the study. Peat (2002) suggests that the strengths of qualitative research include being able to gather information on the views of the participant and this in turn can help us gain insight and ideas. However, Silverman (2005) suggests that there can be limitations to qualitative research such as a hypothesis cannot be tested and that more ethical issues relating to qualitative studies can be noted as participants are giving personal viewpoints and opinions. Validity Hughes (2001) suggests that interpretive research is valid as long as it is true and notes the genuine voice of the participant. This is demonstrated through the research as the parents are active people whose understandings and actions are paramount and the intricacy and diversity of these opinions are respected. Robert- Holmes (2005) suggests that multiple understanding of the research is all equally important and the range of interpretations gives the research validity. Although Robson (2002) suggests validy is rarely recognised within a single study, but is built up over time during various research. Silverman (2005) suggests that validity can be affected in qualitative research, if the researcher uses second hand knowledge rather than first hand research. I feel that I must make note of this and be assure that I remain aware of as I feel it would be easy to allow my own thoughts, views and opinions affect the research. Robson (2002) continues by suggesting further concerns with validity can arise with concern to whether the sample of people within the study is representative of the population and this must be questioned. To acknowledge this I am aware that the sample of people I am using for my research are not representative of the population as a whole but is rather focused on a small group of parents within a small community, although these parents come from differing social backgrounds. As Bell (1999) points out researchers are dependent on the amity and availability of subjects, and it can be difficult to achieve a true random sample. Focus group My research will be focusing on the parents of a class of thirty children who have all started at primary school in September 2009. The primary school is set on the edge of the Cotswolds and is the only school in a small town. The children are from mainly white British heritage and the school admits pupils from a wide variety of social backgrounds (Ofsted, 2007). Prior knowledge of the class suggests that majority of the children have attended at least one of three pre school settings in the town including two private day nurseries and a charitable preschool. I decided to research this subject after a discussion with a small group of parents who were concerned that there children were still just playing now they were at school rather than participating in the more traditional curriculum, that they were expecting. This made me realise that some parents still did not view play as a significant learning tool to support the EYFS. I also began to question what parents really felt about pl ay as a learning tool, their views of the benefits or criticisms of a play based curriculum and if they even realised that there children would be taught within the EYFS when they began at primary school. Method To find out the views and knowledge that the parents have of both the EYFS and how they view play, I will be using questionnaires and interviews. I have decided to use questionnaires as they are ideal if you are trying to gather a large amount of primary information from a group of people, as suggested by Green (2000). A pilot questionnaire has been designed and given out to a selection of people who are similar to the people I will be giving my final questionnaire to. Once I have collected the draft questionnaires from my pilot group, I will be able to draw up my final questionnaire using any criticisms and suggestions that my pilot group give me. Green (2000) suggests that piloting your research questionnaire allows for the researcher to get rid of any uncertainty or vagueness that your questionnaire raises. The questions I am asking within my questionnaire are a mixture of differing sorts including open ended and closed questions. Green (2000) suggests that a combination of question types should be used when designing questionnaires, whilst Hucker (2001) reminds us that we should ensure that questions are relevant, using straight forward language avoiding assumptions and using a mixture of question types and avoiding leading questions. I feel that since I will have sent a first draft questionnaire to a pilot group of people, that the finished questionnaire I am sending to the parents will have hopefully been changed and rethought if needed, with questions altered or added and that they will meet all the suggestions of Hucker (2001) and Green (2000). Permission will be gained from the head teacher of the school. If the head teacher is happy with the questionnaire content and the proposed methodology for the research, the questionnaire will be issued to all thirty families within the EYFS classroom. Ethical considerations and confidentiality Aubrey (2000) reminds us that researchers have a duty to ensure that their research will do no harm to their participants and that participants will be treated with respect and their answers treated with anonymity and confidentially. The ethics of this research include ensuring the anonymity of all the participants and to present the information they share with me in a true light and to ensure the information remains confidential. Hucker (2001) reminds us that people who are involved in research have a fundamental right to know how the information collected about them will be used. To ensure that all parents know what my research is about I will enclosed a covering letter with my questionnaire outlining my intentions and the aims of the research, my details in case they wish to contact me to discuss anything regarding the research, alongside a brief paragraph outlining who I am and why I am carrying out this research. I will state within this letter that all questionnaires will be ke pt confidential and at no point will anyone be able to identify parents answers. Arrangements will be made to return all questionnaires in a sealed envelope to the class teacher and then passed onto myself. At no point will I know who has returned their questionnaire and who has not. I will suggest to the parents that the questionnaires are returned to the teacher in a sealed envelope, so that they will also not be able to view the answers given by the parents. Hucker (2001) suggests that it is an important idea to ensure triangulation in the research to show similarities across the range of methods used and to support validity and reliability in the research. Questionnaires are my first research tool and as another method to ensure triangulation, I will ask on my questionnaires if any parent would like to meet with me and participate in an interview. By using more than one method of research, I can hopefully show a fully rounded view of the research topic and as suggested by Robert-Holmes (2005) the different evidence produced can be combined and compared to provide a triangulated analysis. To prepare for the interview with any parent who would like to take part, I have decided to do an unstructured interview rather a structured interview and have decided on a list of questions to prompt me to ensure the interview flows and to aid me in doing this. I have chosen to complete unstructured interviews as Robert-Holmes (2005) suggests that structured interviews are very similar to questionnaires where as unstructured interviews shifts the focus away from the researcher and towards the issues and the true feelings of the participant. Bell (1999) suggests that during questionnaire the responses given by participants have to be taken at face value, where as during an interview rich material can be gathered, he likens this to putting flesh on the bones of any possible questionnaire responses. Robert-Holmes (2005) suggests it is an interviewers job to courteously listen to the responses made and to remain non judgemental at all times, this will be easier to do in a relaxed atmosp here. The prompts I will use will be open ended questions, similar to some of the questions asked within my questionnaire but in a much loser context with the aim to allow me more in-depth information on my research topic and parents views on play as a learning tool and gain an insight into their knowledge of the EYFS. An open ended question is a question in which the respondent is requested to provide their own opinion or ideas (Babbie, 2009). The responses my participant gives will be recorded by me in note form, but if I feel that I am missing out on significant information or not giving the participant my full attention, I may use a Dictaphone. This will be discussed with the participant and if they are not comfortable with this I will remain with note taking only. I will need to address the fact that the participants anonymity will have been compromised when doing the interview as I will obviously know whom they are, but I am aware I must ensure that they realise I will remain a confidant at all times and when quoting them or discussing there interview within this study, I will use a codename for each participant. Participants will also be made aware that they are free to withdraw from the study at any time. Hucker (2001) reminds us that there are many advantages of interviews including that they allow researchers to gain more in-depth information from the participants, but that disadvantages of interviews can be that the researcher can affect the research and that the interviewer can often influence the participants answers. Green (2000) agrees suggesting that interviewers should be aware that asking leading questions can be problematic and personal bias can make the research one sided rather than purposeful. Conclusion To summarise this piece of research seeks personal opinions, therefore will be a qualitative study. Aspects of validity, reliability and ethical issues have been discussed and will be maintained throughout. Questionnaires and Semi-structured interviews will be used to collect data from a sample population of parents with children in a EYFS classroom. Though this is a small study, responses will be interesting with regard to parental views towards views on play as a learning tool and the EYFS. Now that the method of data collection has been established, it is now possible to commence with the data collection. N.B After discussions with the Head teacher of the primary school regarding the content of the questionnaires, she has asked that I include two further questions in my questionnaire, the first being Where parents received their information of the EYFS and If parents would like further information on the EYFS and how they would like to receive this information The head teacher felt on a personal level for the school, that she would be able to use all the research to show how effectively the school is working in partnership with parents and where if at all they need to extend the parents knowledge of the EYFS. If the research shows that the school needed to support the parents further how they needed to improve and how parents would like to receive information was also important to her. I have agreed to this as I feel it could benefit all the parents, the children and the school. Hucker (2001) reminds us that carrying out research helps us analyse how we might do something better or mo re effectively, and the head teacher of the school wanted to be able to do this from my research. Data Collection and Analysis This chapter will discuss the data, how it was collected, analysed and interpreted. It will initially discuss the data collection process, any problems which I experienced and the successes I had. Specific themes will be identified and acknowledged alongside a brief description on the analysis of the data and how this data links to current literature. Once the main themes have been acknowledged, they will be examined and discussed in greater detail, which will lead towards the conclusion of the data and the summarisation of the main themes. Data collection Permission was granted by the head teacher of a primary school for me to carry out this research within the school, she agreed as the results would be beneficial to parents, children and staff. A letter of introduction was then distributed to the foundation stage class parents alongside a questionnaire. The letter outlined the research, and the parents were asked if they would complete the questionnaire and additionally participate in an interview. In total, thirty parents were invited to participate in the study. Problems with data collection On sending out the questionnaires, the initial response was low and after the first week only five parents had returned their questionnaire