Poverty And Social Structure Essays - Homelessness, Housing

Poverty And Social Structure Essays - Homelessness, Housing Poverty And Social Structure Pitzak, Chris Soc. 422 Dr. Heaton May 17, 1999 POVERTY AND SOCIAL STRUCTURES Although the United States is one of the richest countries in the world many of it's people sleep in the streets, dig through garbage cans to find food, and carry all that they own in this world on their backs or in shopping carts. These people are known as the homeless. Recently I had the opportunity of helping, and at the same time being educated by one of the members of this unfortunate group. I was able to experience first hand how a homeless person thinks and feels through an intimate means of communications popularly known as writing notes. Why writing notes? Because the individual that I invited into my home and fed was both deaf and mute. He was male, middle aged, and of African American decent. Needless to say it was a conversation unlike any I have ever had. In this paper, I plan to detail the observations I made during our interaction, specifically addressing how social structures form a key element in both the lives of the affluent and indigent. I met Reggie through some of my friends. He was homeless and in need of help. One night he knocked on my door and wrote on his piece of paper, may I come in? I nodded affirmatively and motioned him to have a seat on the couch. After retrieving a pad of paper and pen, we began to communicate. We began with a couple of trivial questions and then I asked if he would like something to eat. He responded by writing yes please on his pad of paper and I quickly prepared some of the food we had in our refrigerator. As he ate, I asked him about himself and how he had arrived at the position he was currently in. He said he was from Virginia and was Mormon. He had been baptized there and learned that there were a large number of Mormons in Utah, and for that reason decided to move to out here. He had a car and so he packed his few belongings and came out to live with a people who had the love of Christ and would be more accepting. He obtained a minimum wage job and even a small apartment. Things seemed to be going good. After a short period of time Reggie lost his job because he missed too many days without notifying his employer, a result of his genetic disabilities, and shortly after could not pay rent. At the time I talked with him he was living in his old beat up car, trying to find a meal. Why did Reggie find himself in this impoverish state, and why was he unable to climb out of it? I believe it is largely because of social structures, namely his networks. When individuals form networks or groups they tend to associate with those who are like them. Equity theory explains this by claiming that people are most satisfied with a relationship when the ratio between benefits and contributions is similar for both partners. This would infer that networks would exist between those within a specific class but not across classes. By forming associations with those of equitable status, the rich form a very supportive network and the poor form a network that can sympathize with their situation at best. Networks are vital to class mobility in that they are critical in molding life chances, providing

Bordetella pertussis (bacterium)

Bordetella pertussis (bacterium) Bordetella pertussis is the bacterium that causes pertussis, otherwise known asor whooping cough . Despite vaccination, incidence of pertussis cases have been growing over the last two decades. Current vaccines lack the ability to give long-lasting immunity and must be improved. Complement evasion molecules would make good candidates for vaccine components, because the complement system is essential in the killing of B. pertussis. The complement system is a first line of defense against colonization of bacteria in host tissue. Many bacteria employ complement inhibitors or attract human complement inhibitors to their surface. B. pertussis is no exception on this, however not much is known about the way B. pertussis evades the complement system . Prior to this study a few potential complement inhibitors of B. pertussis were identified. In this study we seek to characterize these proteins in a series of functional immune assays. Under these experimental conditions, we were not able to determine the function of the potential complement evasion molecules. BACKGROUND Bordetella pertussis is a Gram-negative bacterium and the causative agent of pertussis, also called whooping cough. Pertussis is a human-restricted disease of the respiratory tract and highly contagious ( en is dit zo? REF). Regular bouts of coughing produce airborne droplets through which B. pertussis can be transmitted (Jongerius et al. 2014). The disease was on the verge of eradication due to worldwide vaccination, but has been re-emerging in the last two decades. In 2008 there were 16 million cases of pertussis globally as estimated by the World Health Organisation. Possible explanations for the re-emergence are waning of immunity – since in the 1990s a different vaccine was introduced giving less enduring protection – or bacterial strain adaption (Mooi et al. 2014). Like many pathogens B. pertussis developed strategies to evade or repress the host response for successful colonization (REF). Little is known about the mechanisms by which B. pertussis escapes clearanc e by the complement system, a first line of defense in the immune response. Identification and characterization of these immune evasion molecules may lead to the discovery of new targets for anti-inflammatory drugs or new components for vaccines. Here, we try to characterize several potential complement inhibitors of B. pertussis, identified by phage display and genome analysis. Bordetella pertussis virulence factors B. pertussis expresses a variety of virulence factors that enable the bacteria to colonize the upper respiratory tract. The transcription of the majority of these virulence factors are regulated by the activity of the proteins BvgA and BvgS. BvgAS is a two-component system that controls gene expression in response to changing environmental conditions, such as temperature (Fedele et al. 2014). After inhalation the bacteria adhere to the ciliated epithelial cells of the larynx, trachea and bronchi, where they produce secreted toxins and membrane-bound molecules that contribute to the adherence (REF). The toxins damage the mucous layer of the respiratory tract, contributing to the pathogenesis of pertussis. For example tracheal cytotoxin (TCT) is proposed to cause ciliostasis, impairment of ciliary movement, which may explain the intense coughing that characterizes pertussis, as a way to clear excessive mucus (Jongerius et al. 2014). Other secreted toxins include pertussis toxin (PT) an d adenylate cyclase toxin (ACT), which are toxic to host cells including neutrophils, monocytes and lymphocytes (Jongerius et al. 2014 ). Successful colonization is both dependent on the capacity to adhere to cells in the respiratory tract and the ability to ward off the immune response. PT and ACT both repress the immune response by targeting airway resident macrophages and neutrophil recruitment to the airways (Carbonetti et al. 2010). The membrane-bound adhesins include fimbriae (Fim), filamentous hemagglutinin (FHA) and pertactin (PRN), which in addition to facilitating the first step of infection are also suggested to suppress the initial inflammatory response to the infection (Melvin et al. 2014). For example, FHA-deficient Bordetella strains were shown to induce an increased production of pro-inflammatory cytokines, such as IL-17, and increased recruitment of neutrophils to the site of infection when compared to wild-type bacteria (Henderson et al. 2012). In addition to the i mmunomodulating properties of B. pertussis virulence factors, direct binding to components of the immune system, such as the complement system, is accomplished in order to reduce or inhibit the host immune response. This essential step in bacterial pathogenesis is called immune evasion (Rooijakkers et al. 2005). B. pertussis is known to express a small variety of proteins that affect complement-mediated killing: tracheal colonization factor (Tcf), Bordetella resistance to killing A (BrkA) and the autotransporter Vag8 (Jongerius et al. 2014). The complement system The complement system is part of innate immunity and an important host defense mechanism against invading pathogens. The complement system consists of approximately 40 proteins and is present in blood and mucosal tissue, such as the lining of the lungs where they interfere with colonization of bacteria. The system can be initiated through three different pathways: the classical (CP), the lectin (LP) and the alternative pathway (AP). All pathways lead to a cascade of several protein-protein interactions and proteolytic steps leading to cleavage of C3 and C5 in biologically active components. C3a and C5a are able to attract inflammatory cells to the site of infection and activate them. C3b is another cleavage product of C3 and when deposited on the microbial surface stimulates bacterial uptake by phagocytes in a mechanism called opsonization. Besides opsonization and recruitment of phagocytes the complement system can also directly kill bacteria by forming pores into the microbial memb rane and inducing lysis. The pore-forming heteromer is called the membrane attack complex (MAC) and is composed of C5b, C6, C7, C8 and C9. The classical pathway gets activated with binding of antibodies to the microbial surface. IgM or IgG bind to the first complement component C1q, which results in activation of serine proteases that cleave C2 and C4 which in turn form C4b2a, a C3 convertase. The same C3 convertase is formed upon activation through the lectin pathway, in which mannose-binding lectin-associated serine proteases cleave C4 and C2 upon binding of lectin to mannose on the bacterial surface. No specific signal is needed for the alternative pathway to form another C3 convertase: C3bBb, comprising of spontaneously hydrolyzed C3, or C3b generated by the CP/LP, and factor B that is activated by factor D. The C3 convertases (C4b2a and C3bBb) switch to C5 convertases in response to high levels of C3b deposition on the bacterial surface (Jongerius et al. 2007). The complement s ystem does not only directly or indirectly kill bacteria but also has a role in regulating adaptive immunity. Besides regulating B-cell immunity, complement-mediated signaling directly stimulates and modulates T-cell responses (Jongerius et al. 2014) and promotes antigen processing by antigen-presenting cells (Serruto et al. 2010), indirectly influences T-cell activation. On the downside, over-activation or lack of down-regulation of the complement system can result in systemic inflammation during sepsis (Jongerius et al. 2007) and autoimmune diseases when host cells are recognized as non-self and damaged by complement activation (Meri et al. 2013). Complement evasion by Bordetella pertussis In order to survive and successfully colonize the host the bacteria must have strategies to evade the early immune response. It seems especially necessary for B. pertussis to prevent complement activation because it does not express antigen O (Marr et al. 2011). Antigen O is the chain of repetitive oligosaccharides of the lipopolysaccharides in the membrane of most Gram-negative bacteria and works as a protective shield. The Bordetella strains B. parapertussis and B. bronchoseptica express liposaccharide containing this O-antigen, but despite being more virulent B. pertussis lacks O-antigen in its cell wall. B. pertussis expresses a different kind of surface polysaccharide called Bps (Bordetella pertussis polysaccharide) which seems to provide serum resistance, since Bps mutant strains were more sensitive to complement-mediated killing then wild type bacteria (Ganguly et al. 2014). In addition to polysaccharides B. pertussis is known to express several other complement evasion molecu les. Mutants lacking Bordetella autotransporter protein-C (BapC) were less resistant to serum killing, although the mechanism of resistance is yet to be identified (Noofeli et al. 2011). Another autotransporter of B. pertussis, Bordetella resistance to killing A (BrkA) that promotes attachment of the bacteria to human cells, is involved in complement evasion as well (Jongerius et al. 2014). Studies have shown that BrkA reduces C3 and C4 deposition and inhibits formation of MAC (Barnes et al. 2001). BrkA did not affect C1 deposition levels, suggesting BrkA only inhibits the classical pathway however the precise mechanism remains unknown (Barnes et al. 2001). Besides binding to complement components and thereby inhibiting their action by proteolysis or inducing conformational changes, bacteria can also employ a different strategy: to recruit and activate human complement inhibitors. The main regulators of the classical pathway are C4b-binding protein (C4BP) that B. pertussis binds to its surface with filamentous hemagglutinin (FHA) (Berggard et al. 2001), and C1 esterase inhibitor (C1-inh) recruited by B. pertussis autotransporter Vag8 (Marr et al. 2011). Factor H (fH) regulates the activity of the alternative pathway. The AP does not need a specific signal, making every unprotected surface vulnerable; therefore bacteria need to evade this pathway. Many bacteria do so by binding fH via a common binding site, forming a tripartite complex consisting of the microbial receptor, C3b and fH (Meri et al. 2013). This complex inhibits the opsonizing actions of C3b (Meri et al. 2013) and thereby protects the bacteria against phagocytosis. Recent studies show that B. pertussis binds fH at domain 20 (the common binding site) while fH remains its inhibiting properties (Amdahl et al. 2010), but a particular B. pertussis protein that binds fH has not been identified yet. Pertussis vaccines The whole cell pertussis (wP) vaccine was introduced in the 1950, efficiently lowering the cases of pertussis, which was the leading cause of child death before introduction of the vaccine. Unfortunately the vaccine was causing a lot of unwanted side effects in children. This had lead to introduction of an acellular pertussis (aP) vaccine, comprising of just several antigens. Although this vaccine provides a sufficient level of protection for infants to severe pertussis, the incidence of pertussis in adults has been increasing since the introduction of the aP vaccine in the 1990s (Mooi et al. 2013). More awareness and better diagnostics contribute to this increase in pertussis cases, but moreover the protection given by the aP is short-lived. Immunity generated by the wP vaccine is mediated largely by T-helper 1 cells (Th1), whereas aP vaccination results in antibodies that induce Th2 and Th17 responses. Natural immunity is associated with Th1 cells, and hence IFN- production, as is seen in children recovering from whooping cough (Higgs et al. 2012). The adaptive immunity provided by aP vaccination is mainly humoral, promoted by Th2 cells that seem to be less efficient than Th1 cells in clearing B. pertussis infections (Higgs et al. 2012). In addition the provided immunity by aP vaccination is not lasting as long as the wP (Mooi et al. 2014). This occurrence of waning immunity is proposed to be the main cause of re-emergence of infections with B. pertussis. In addition, there is evidence the bacteria have been genetically adapting to the aP vaccines, caused by antigenic variation and selection pressure. In The Netherlands, France, Finland and Japan there are strains circulating that do not express FHA, PT and PRN, components of the aP vaccine used in these countries (Mooi et al. 2014). Future vaccines should be improved by, for example, adding other antigen preparations to provide long-lasting immunity, and additionally to strengthen the immune response. By st rengthening innate immunity, the immune system will be able to directly eliminate the bacteria, preventing transmission and therefore also strain adaptation. The use of complement evasion molecules as vaccine targets would allow faster complement activation upon infection with B. pertussis. In this study we look to identify and characterize such attractive vaccine component candidates. Prior studies Prior to this characterization study a secretome phage display was constructed (Fevre et al. 2014). This phage display was used to identify potential immune evasion molecules. Phage display is the technique of expressing proteins on the surface of a bacteriophage. A phage library comprises of several phage clones that express different proteins, which retain their original shape and behavior. This allows selection of the displayed proteins based on affinity, with successive rounds of selection to identify proteins with high affinity for the selected targets. Secretome phage display, based on whole-genome phage display, is tailored for identification of immune evasion molecules with only secretome proteins being displayed. The bacterial secretome is the collection of all secreted and surface-bound proteins (Fevre et al. 2014). Phage display was performed for the secretome of Bordetella pertussis, with 3 rounds of selection and 7Ãâ€"107 phage clones. The phages were targeted on six co mponents of the complement system: alternative pathway regulating factor H (fH), the opsonin C3b and C3 together with C5 (the two mixed) and C8 together with C9. After the third round there were five hits: BP0069, BP3355, BP0173, BP1251 and fhaC. Supposedly BP1251 and fhaC seem to bind C8 and/or C9, BP0069 binds factor H and BP0173 and BP3355 are suggested to bind a mix of complement components. Analyzing information on chemical parameters (see table 1), gene alignment and genomic context (provided by NCBI Gene, NCBI Protein, BLAST and ExPASy ProtParam) might provide some clues of the functional properties of the proteins, but their complete function is yet unknown. BP0069 is a 43 kD protein which is 97% identical to ABC transporters from B. bronchispetica and around 30% identical to TRAP transporters from several bacteria species, both are transmembrane transporters for nutrients intake. BP3355 is a 18 kDa hypothetical protein, that has no evident homologues. BP0173 is a 24 kD hypothetical protein and BP1251 is a 26 kD putative toxin.

The Fight for Protecting Women Rights in 1700-1877 Research Paper - 1

The Fight for Protecting Women Rights in 1700-1877 - Research Paper Example Feminism, in the modern socio-political and philosophical domain, has been provided with special attention from every discipline of sociological studies. However, there is no denying that in order to evaluate the position of feminism as a poignant socio-political and philosophical discipline it is also important to acknowledge the history of women activism as well as the gradual process of development of the movement that was gradually germinating since late 16th century. Compared to the recent situation of women in civilized world they were tremendously challenged and consequently oppressed in the context of â€Å"expressing themselves in a patriarchal system that generally refused to grant merit to women's views.†1 One of the greatest feminist thinkers of all time, Simone de Beauvoir, in her essay â€Å"The Second Sex,† while attempted to evaluate the position of women in the traditional patriarchal system said that a woman in terms of patriarchal judgment is nothing but a womb, a mere organism for child production2. She also has specified that every time women have proved their existence as equal to their male counterparts in terms of merit and capacity of accomplishment the same system has declared that â€Å"they are not women, although they are equipped with a uterus like the rest.†3 It is clear from these observations that women in hands of the traditional social patriarchy are considered as mere instruments of sensuality, objects of attaining physical pleasure, an organic manifestation of sensuality and above all they are regarded as organisms without individual identity and human entity. The patriarchy has always denied acknowledging the humane attributes of a woman. The male-dominated social system always faced difficulty to share its monopolistic position with female counterparts and by denying humane attributes or entity of women they actually aimed at oppressing women for its selfish  benefits.

Managing Internationally across Business Systems Assignment

Managing Internationally across Business Systems - Assignment Example In this context, ACR engages a sort of a specific as well as a discrete financial transaction. It is regarded as a contract that is related to expected capabilities of mankind that enhances the trading activities between the involved parties at every possible occasion. The contract possesses certain vital rules that are quite normative in nature as well as settlements amid the involved parties that assist them to make a particular economic transaction successful. On the other hand, OCR signifies the engagement of contracts economically on the basis of trading of services and goods. In OCR, the transactions of activities between two parties take place without any initial settlements of conditions in order to perform trade. It has been apparently observed that transactional dependence is quite lower in the case of ACR owing to the reason that both buyer and sellers are competing with one another in trading activities by taking into concern certain major aspects that include economies o f scale and cost of transaction among others. The terms as well as the conditions of the contracts within the circumstance of ACR are written and substantive in nature and takes place with varieties of procedures such as bidding and negotiation (Sako, 1992). In case of OCR, the buyers are observed to provide securities to limited suppliers. Moreover, the bidding process might not take place in OCR due to higher transactional dependence between the buyers and the sellers. The suppliers within the background of OCR tend to begin necessary activities based on oral communication with the parties prior to the attainment of the written orders (Sako, 1992). 1. Advantages and Disadvantages With regard to determine the advantages as well as the disadvantages of the particular sub-contracting system relating to the case of Tombow, it can be stated that the pencil company typically follows the sub-contracting system of ACR (Harvard Business School, 1993). Advantages The advantages of the parti cular sub-contracting system i.e. ACR relating to the case of Tombow can be identified in the form of outsourcing of products that can be considered as a chief determinant for the company. One of the significant advantages of ACR that can be recognized in the case is that it facilitated the company towards reducing manufacturing costs and made the company to pay much more emphasize upon minimizing the expenditures related to marketing as well as sales promotion and product development among others. These facets ultimately made Tombow to sell quality products in the business markets at a cheaper rate. Moreover, development in various products of the company and avoiding delays in delivery periods can also be considered the other decisive advantages of the sub-contracting system i.e. ACR in the case of Tombow. In relation to outsourcing of products, the risk of competition also gets reduced as the suppliers depend largely upon the business as well as the export markets of a company su ch as Tombow due to the effect of the

Philosophy of Childhood and the Politics of Subjectivity :: Children Papers

Philosophy of Childhood and the Politics of Subjectivity The Western onto-theological tradition has long been preoccupied with two symbolizations of childhood. One conceives of it as an original unity of being and knowing, an exemplar of completed identity. The other conceives of childhood as deficit and danger, an exemplar of the untamed appetite and the uncontrolled will. In the economy of Plato and Aristotle’s tripartite self, the child is ontogenetically out of balance. She is incapable of bringing the three parts of the self into a right hierarchal relation based on the domination of reason. In other words, attaining adulthood means eradicating the child. Freud’s reformulation of the Platonic community of self combines the two symbolizations. His model creates an opening for shifting power relations between the elements of the self. He opens the way toward what Kristeva calls the "subject-in-process," a pluralism of relationships rather than an organization constituted by exclusions and hierarchies. After Freud, the chil d comes to stand for the inexpugnable demands of desire. Through dialogue with this child, the postmodern adult undergoes the dismantling of the notion of subjectivity based on domination, and moves toward the continuous reconstruction of the subject-in-process. The Child and the Second Harmony The child first appears in the known ancient texts, not as a beginning, but as an end. She represents the idea of the fulfillment of spiritual growth as a reversal of the life cycle. In the 6th century B.C. Lao Tzu says, "He who is in harmony with the Tao is likea newborn child. It's bones are soft, its muscles are weak, but its grip is powerful. . . The Master's power is like this. He lets all things come and go effortlessly, without desire." (1) Jesus speaks of the attainment of spiritual maturity as "becoming like little children." (2) Plotinus contrasts children with adults, "whose faculty and mental activity are busied upon a multitude of subjects passed quickly over all, lingering on none." Among children, on the other hand, objects "achieve presence," because the child's attention is not "scattered," dispersed in the world of multiplicity. (3) In this grand perennial Western mythos, the child represents an original ontological unity of being and knowing, thought and experience — identity realized. The child is premoral, the realized adult postmoral. The story of the journey from one to the other begins with a Fall into division. It is, as the story goes, a necessary fall, for it inaugurates a psychological and spiritual journey which — if you don't die in the desert of adulthood — promises self-reintegration on a higher level.

Contribution of the EYFS to young children’s development and learning

Introduction Early Year Foundation Stage (EYFS) setting is an important surrounding for young children’s development. Positive relationships are built at this stage, where children learn through respectful and caring interactions. Practitioners are also able to give priorities to main person, and respectfully react to children and their parents’ respective opinions. The enabling environment at EYFS provides children with the needed time, space and materials to express themselves through plays, investigations and explorations of new ideas (Wood and Attfield, 2005). The practitioner is able to observe, organise and plan the flow of activities. Significantly, it is at this stage where a practitioner is able to identify the difference among children in terms of unique capabilities. In essence, developmental rates for children differ, with varied interests mostly influenced by the different socio-cultural and family backgrounds. Positive interactions Young children often rely on adult ed ucators to stimulate and sustain their learning (Broadhead, Howard and Wood, 2010). One of the key goals of the EYFS is to create the ideal condition for learning to take place. EYFS also allows children to know the practitioners, thus enhancing trust and rely upon the adults for support. Studies show that â€Å"young children have their own ideas about what they wish and want to do† (Broadhead, 2010, p.29). Given freewill to choose what they want, they would passionately pursue their chosen career over those preferred by family members. Bringing children together in the EYFS programmes also provide them with the opportunity to share individual knowledge with each other. Through group plays, individual child is able to initiate their destiny, take the lead, make choices, and develop individual thinking capacity as well as new ideas. They are also keen to draw sense from things in their surroundings. The positive interaction is also observed in the manner in which children ada pt play as a form of learning. Play is recognised as an important aspect of well-being and development of children. United Nations Convention on the Rights of the Children (1989) states that play should be a fundamental commitment within the EYFS. Although the relationship between play and learning is not straightforward, research evidence suggests that different types of play â€Å"help children to learn and to become confident learners in their future lives† (Wood and Attfield, 2005, p.113). Other researches also indicate that children’s learning is enhanced when they interact with skilled adult in certain ways, thus promoting their good progress (Miller and Almon, 2009). The benefits of playful approaches to learning can never be overstated in the effective development of young children. EYFS settings are made with certain guidelines that focus on both short term and long term success. The best outcomes of children’s learning is often found in places where le arners are exposed to a myriad activities, including initiatives spearheaded by children themselves and supported by skillful adults. The interaction between young children and skilled adults at EYFS has the ability to increase adult support. Studies have indicated that too little adult interaction and support can limit a child’s learning process (Miller and Almon, 2009). Similarly, play with adults although can be rich and be full of purpose, may be full of chaos and repetitive to an extent that it limits learning and exploration among the young children. The interaction is a critical aspect that will ensure the young children get professional support even as they grow and learn. Opportunity to listen to children EYFS allows practitioners to listen to young children and understand what they should be taught. At the same time, practitioners are able to set new challenges within the context that the young children can recognise. When the children are brought together through EYFS, the practitioners are able to acknowledge individual child’s ability and be fully aware of what they can learn, thus allow them to plan and provide for every stage in the learning process (Broadhead, Howard and Wood, 2010). When relationship has been developed between young children and adult practitioners, the latter knows the right thing to engage them during play, through the use of sounds, gesture, movements or objects (QCA, 2005). The practitioner is able to judge the extent of their engagement with the children during play, and when they are ready for the introduction of new skills. Practitioners, as skillful adults, use the EYFS to support and enhance young children’s learning by selecting from po ol of strategies available and matching them according to the specific needs of the children. In the EYFS setting, decisions such as what to give children and what best ways to help them learn are made several times each day. A skillful practitioner is able to learn the children’s needs through listening to them in an EYFS setting, where they can also learn the nature of play and playfulness each child possess. Increase effective teaching Children often cherish moments when they are in control and periods when they acquire the feelings that they are autonomous in their daily learning. Neuroscience studies have shown that children are well motivated and intelligent learners who explore everything around them (Lancaster and Broadbent, 2003). Thus, when children are brought together in an EYFS, the teaching becomes more effective because the practitioners are able to build the right conditions for learning. Adults are also able to manage the pace of activities and ensure they le arn through stimulating opportunities. When balance between spontaneous plays is established, the practitioner is able to evaluate the children’s choices and achievements and provide a guiding principle of learning to increase effectiveness. It is established that â€Å"too much directed activity often deprives children of the opportunity to engage actively when learning† (Broadhead et al., 2010). EYFS practitioner can increase effective teaching by arranging time, space and activities within the daily routine programme to reflect the overall combination which significantly support wellbeing of children. A combination of child-initiated plays and adult-led playful activities allows professionals to choose the right approach that will not only enhance the developmental stage of the children but also provide individual and group support as a form of effective teaching (Miller and Almon, 2009). For example, a particular day can be set to allow free play between children w ithout any adult’s involvement. This approach provides children with the needed space, independence and relaxation. At the other end of the scale are days when short sessions are carefully planned and structured with activities that are useful when teaching specific skills. At the EYFS setting, skillful practitioners are able to impact young children positively by teaching them how to build positive identities through collaboration. Young children are also able to develop caring relationships with other people, manage and take risks, experience success, develop resilience, cope with failures, and develop ‘can-do’ attitude that is critical in the modern world’s increasing competitive environment. The high-quality provisions at EYFS are essential for children in their attempts to develop positive dispositions, which is the foundation for long-term learning success. Unique Child’s opportunity to learn Children often have different development rates, varied interests, different cultural backgrounds and unique families that define their early life experience (Rogers and Evans, 2008). EYFS themes allow them to explore these abilities, and design what fits each child according to their background. At the EYFS setting, practitioners are able to plan and structure activities that can be essential in the teaching of specific skills. This stage of teaching can benefit children with recognised special educational needs. Young children are also able to build their vocabulary and demonstrate to them how to use specific tools and equipments. Neuroscience studies show that human brains develop and function in an exploratory setting (Tovey, 2007), which is essentially offered at EYFS. The freedom to combine resources at the EYFS in many varied ways is important because of the flexibility of the cognitive development process. Unique children are able â€Å"to build pathways for thinking and lea rning, and to make connections across areas of experience in the process† (Miller and Almon, 2009). Theories of learning and development agree with the perspectives developed in brain research that learning is both individual and social, and that young children, particularly the ones with unique abilities, are not passive learners (Miller and Almon, 2009). These children drive their learning and development through selective choices on what they like, individual interests they make in these activities, the knowledge they acquire, and their motivation to do things with competence. Broadhead, Howard, and Wood (2010) observe that choices and interests of unique children are the driving forces that build knowledge, skills and understanding. For example, the children are constantly learning about themselves as well as their socio-cultural worlds when they play with other children and skillful adults Conclusion Young children learn in several ways as they grow up. First, it is recognised that children learn through play, both amongst themselves and with adults. It’s through play that children are able to explore, investigate and develop ideas. Young children also learn at the presence of other people, which allows them to develop emotional security and social skills. Through EYFS, children are able to meet these needs by being active and talking to themselves. They are also shown how to do things and how to meet physical and mental challenges, thus helping them develop lifelong learning habit. References Broadhead, P., Howard, J. and Wood E. (2010). Play and Learning in Early Childhood settings Theory and Practice, Sage, London. Lancaster, Y.P. and Broadbent, V. (2003). Listening to Young Children, Open University Press, Maidenhead. Miller, E. and Almon, J. (2009). Crisis in the Kindergarten: Why Children Need to Play in School, College Part, MD, Alliance for Children. QCA (2005). Continuing the Learning Journey: INSET Package, QCA, London (ref. QCA/05/1590). Rogers, S. and Evans, J. (2008). Inside Role-Play in Early Childhood: Education, Researching Young Children’s Perspectives. Routledge: London. Tovey, H. (2007). Playing Outdoor: Spaces and Places, Risk and Challenge. Open University Press: Maidenhead. Wood, E. and Attfield, J. (2005). Play, Learning and the Early Children Curriculum. Paul Chapman: London.

Analysis Of The Movie American Psycho - 1658 Words

Patrick Bateman is the protagonist in the film American Psycho†. In the movie Patrick tends to show lack of empathy, he also think he is an important man or sense of self-importance. Patrick seems to believe that the fact that he has a lot of cash makes him an extremely important man. In fact, money is a facet of Patrick being that makes him better than most people, like in the movie with the home-less man. Patrick also believes that he is â€Å"special† I can only say towards this comment is that he associate with a lot of high-status people. For example, when he takes Paul Allen out for dinner, Patrick makes a show of pretending to recognize Ivana Trump at a nerdy table. In the movie Patrick show lots of envious and also think others are envious of him, his envy goes so far as to make the display of business cards at this office a tense and competitive affair. He also shows arrogant, haughty behavior and attitudes. And is shown with the first two prostitute. Patrick Ba teman hallucinations cannot be accounted for by a personality disorder. Patrick imagining horrific thing happening, or imagining that they did not happen, can be explained by schizophrenia, a rare but sever mental illness. What is Schizophrenia? A server brain disorder in which people interpret reality abnormally. Schizophrenia may result in some combination of hallucination, delusions, and extremely disorder thinking and behavior. Patrick Bateman also shows an amount of hallucination as shown in the film,Show MoreRelatedAnalysis Of The Movie American Psycho 1295 Words   |  6 PagesAmerican Psycho is a movie adaptation directed by Marry Harron released in the year 2000 that was based off of the 1991 novel of the same name authored by Bret Easton Ellis. The movie focuses on the main character Patrick Bateman who is an investment banker in New York in the era of the early 1980’s. 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