Philosophy - Plato's Republic and Aristotle's Nicomachean Ethics Essay

Philosophy - Plato's Republic and Aristotle's Nicomachean Ethics - Essay Example Therefore, it seems that democracy leads to anarchy. Further, Plato imagines democracy, which invites everyone as equals to rule themselves, as leading to a nation of power-hungry individuals motivated by selfish interests rather than the public good. Accordingly, Plato imagines democracy leading to tyranny. Either way, it seems democracy leads a society on a slippery slope toward an undesirable end-state. In our modern day democracies, we tend to disagree with Plato in saying that, when well controlled, a democracy neither leads to anarchy nor tyranny. But Plato’s opposition to a modern society is more fundamental. The character Socrates advocates for a state ruled by â€Å"philosopher-kings† in a rigid system of castes that does not allow for lateral movement between the different groups in society (484d). This is abhorrent from the perspective of liberal democracy because this neither acknowledges the right of individuals to govern oneself nor to find happiness in wh atever pursuits one wishes to follow. This desire for a ruling caste stems from Plato’s view of the philosopher as superior in theoretical knowledge over the other people in the state (539e). Despite all of these differences, Plato’s Republic seeks many of the same ends as modern day democracies, including justice as the chief concern of a government (540e) and freedom as a necessary component of a good state (701d). Plato’s Republic advocates for a three-part division of society into classes of rulers, soldiers, and the common people. The reason for this division is the concept of specialization wherein particular tasks or duties are reserved to those who are the most qualified to perform them. Plato believes in this stratification as a means of achieving the greatest amount with the resources available to society. But this stratification leads to severe limits on the liberties of those within the state. For instance, since the rulers of the city already have p ossession of a superior intellect, Plato reasons that they should be allowed to hold no property, to live at the expense of the state, and to live only on their most basic needs. Similarly, members of the common class and the soldiering class are not allowed lateral mobility within the classes. They are, from birth, determined to stay within those classes to develop and prosper in aid to the city. Plato suggests that if citizens claim their dissatisfaction with the role in which they are placed, then the state ought to supply them with the falsehood that they are, by nature, assigned to that role based on the differential dispositions of people to fulfill certain roles (415a). Although this is an ideal situation from the perspective of Plato’s Socrates, from the perspective of a modern democracy, it leaves much to be desired. In fact, it seems clear that modern societies believe that individuals should be allowed to pursue whatever path they feel is right for them, regardless of whether they are effective in that social role. Of course, the nature of capitalism dictates that individuals perform acts that best enable them to support their livelihoods, but individuals do not need to act within strict social constraints like those proposed in the Republic. Secondly, a modern movement away from a class system lies in disagreement with Plato’s advocacy of a class system. Although classes seem justified on account

Religion and Animal Rights Essay Example for Free

Religion and Animal Rights Essay Speciesism – Discrimination in favour of one species, usually the human species, over another, especially in the exploitation or mistreatment of animals by humans. Sentient – Able to feel pain; conscious through the senses. Shallow ecology preserving the environment to the extent that it benefits human beings. (This is an anthropocentric view of ecology – human centred). Deep ecology Giving all life respect and value – caring for all of nature, not just the aspects of nature which benefit human beings. Dominionism Judeo-Christian idea that human beings have a special place in the natural world; they are given the power to rule over it (as overseers) in behalf of its creator, God. Stewardship – Judeo-Christian idea that human beings have a special responsibility for the natural world (and indeed all other areas of responsibility such as other people, their money and possessions) acting as caretakers on God’s behalf. Autonomy – Free will, able to self-govern. Deontological – Duty led approach. Emphasis on the act itself in determining moral righteousness. Inaugurated eschatology The kingdom of God was started/established in the agapeistic life, death and resurrection of Jesus Christ, and continues in the life of the church, but will be fulfilled after bodily death in heaven. Realised eschatology The kingdom of God is here and now on earth, through agape and the life of the church. Futuristic Eschatology: The Kingdom of God will come in the future – after bodily death, resurrection (bodily or spiritual) in heaven. Vivisection – Experimenting on animals. Instrumentalist approach – A pragmatic (practical) approach that says an action should be taken in order to achieve an active solution to a problem. Mutate – Change, transform (e.g. as part of the process of evolution). Immutability – Unable to change (e.g. from species to species). Commodification – To turn into and treat as a commodity – an article suitable for trading/buying and selling. Scholars Aristotle – Identified the hierarchy of being placing human beings above animals. Augustine – Human beings are superior to animals as human beings are rational, being made in the image and likeness of God, Genesis 1:26. Aquinas – Influenced by Aritotle – â€Å"animals†¦Ã¢â‚¬ ¦by divine providence are intended for man’s use in the natural order.†. Charles Darwin – Theory of evolution – ‘Origin of Species’, 1859. The process of natural selection, challenged the Bible, and in particular the Genesis creation story which claims that human beings are created in the image of God, Genesis 1:26. Albert Schweitzer – A pioneer of animal rights with his ‘reverence for life’ ethic. For Schweitzer ‘all life is sacred’, sentient or non-sentient, animal or vegetable. A deep ecologist. St Francis of Assisi – Often referred to as, ‘The Patron Saint of animals’. God has created the world and so the created order reflects God’s goodness and purpose of design and order, animals are a particularly important aspect of that created order. Peter Singer – If a being has interests then they are morally important and should have rights; sentient, self-conscious beings have interests. What matters is not what species a being belongs to, but to what extent a being is a person – fulfils Personhood criteria. Jeremy Bentham Believed that unnecessary suffering was morally wrong, irrespective of the species. KEY TEACHINGS FROM CHRISTIANITY AND AWARENESS OF HOW RELIGIOUS LEADERS AND OTHER FAITH MEMBERS HAVE INTERPRETED THESE TEACHINGS AND APPLIED THEM TO LIFE IN SOCIETY TODAY. Religious beliefs about the status of animals. SCHOLARS * Aristotle (4 BC – a foundation and influence for later Christian thought) -everything had a telos, an end purpose. The end purpose of nature (and animals) according to Aristotle, is human fulfilment Hierarchy of Being, Anthropocentric (human centred), Speciesist approach. * Augustine (4th to 5th century AD). Human beings are superior to animals as human beings are rational, being made in the image and likeness of God, Genesis 1:26. , â€Å"To refrain from the killing of animals and the destroying of plants is the height of superstition.† (Augustine). Hierarchy of Being. Speciesism. * Thomas Aquinas (13th century AD). Influenced by Aristotle’s ideas there is no sin in using a thing for the purpose, telos, which it is intended. There is no possibility of sinning against non-human animals or against the natural world which exist for the use and good of humanity. Hierarchy of Being. Anthropocentric. Speciesist. * St Francis of Assisi (12th to 13th century). Francis of Assisi thought that the natural world, and in particular animal life, was an expression of the creative will of God and was worthy of respect. Patron Saint of animals, emphasised the importance of sentient beings as part of God’s creation. Humanity should behave as responsible stewards to care and look after all of God’s created creatures. Shallow ecology preserving the natural world, including animals to the extent that human beings benefit. (This is an anthropocentric view of ecology – human centred) where human beings have a caretaker role over nature. * Albert Schwietzer (20th century). Albert Schweitzer was a Christian who pioneered animal rights with his ‘reverence for life’ ethic. He was astonished at the indifference that human beings show to fellow creatures on the planet. Schweitzer was a ‘deep ecologist’ who believed that all life was sacred – sentient or non-se ntient; human, animal, plant. BIBLICAL TEACHINGS * Human Beings created perfect, imago dei (St. Augustine). Genesis 1:27. * Genesis 1:28 – Dominionism (to rule over, use, control) â€Å"Then God saidHave dominion over the fish of the sea and the birds of the air and over every living creature that moves on the ground.† This was the traditional position of the church towards animals as identified by Peter Singer. * Genesis 2:15 – Stewardship (to look after and care for on God’s behalf) â€Å"The LORD God took the man and put him in the Garden of Eden to work it and take care of it.† More recently this is the role taken by the church, replacing dominionism with responsible stewardship. * Genesis 2 – creation story has focus on creation of man and woman (Adam and Eve). Human beings have a soul (animals do not) â€Å"The Lord God formed man from the dust of the ground and breathed (ruach) into his nostrils the breath of life and man became a living being† (Genesis 2:7) * Human beings, but not animals have free will, autonomous, with the opportunity of choosing a love relationship with God. â€Å"Love God, love your neighbour.† (Jesus, Mark 12:30/31). With autonomy comes responsibility, stewardship (see church teachings below). * â€Å"A righteous man cares for the needs of his animals, but the kindest acts of the wicked are cruel.† Proverbs 12:10. * â€Å"The wolf will live with the lamb† Isaiah. An O.T. eschatological vision of harmony between all sentient life. * â€Å"Are not five sparrows sold for two pennies? Yet not one of them is forgotten by God.† Luke 12:6. CHURCH TEACHINGS Roman Catholic Catechism (1994) †¢ God willed creation as a gift addressed to humankind. †¢ Animals, like plants and inanimate beings, are by nature destined for the common good of past, present and future humanity. Anthropocentric, arises out of the shallow ecology approach to the natural world that is the usual the way for Christianity to deal with this area of ethics/moral issues. †¢ Animals do not have rights but humans do have duties towards animals. Roman Catholic Papal Encyclicals Centesimus Annus and Solicitudo Rei Socialis (Pope John Paul II) †¢ Human beings are stewards of God’s creation, not masters of it. †¢ Animals are part of God’s creation and must not be abused. †¢ The Church opposes cruelty / exploitation of animals. †¢The earth and all life on it is a gift from God given to us to share and develop, not to dominate and exploit. Church of England documents: Our Responsibility for the Living Environment (GS 718) and Animal Welfare (GS 341) †¢ Animals have been created by God and deserve respect. †¢ The value of animal life is secondary to human beings. †¢ Humans have a common heritage with, and have an obligation to animals. †¢ Humans are the most efficient predators and therefore must exercise responsible stewardship. †¢ Medical / scientific testing within reasonable limits is acceptable as it promotes the common good of humanity. Quaker Peace Testimony * show a loving consideration of all the creatures, maintain the beauty and variety of the world and show reverence for life. * Quakers have long supported vegetarianism. * Quakers oppose animal experimentation for weapons. * They also oppose the use of animals for the testing of cosmetics. * Most Quakers oppose the fur trade. * Quakers do support the use of animal testing for medical research. The extent to which animals are different from humans and their relative value. Humans are animals. * Charles Darwin 1859 â€Å"Origin of the Species† * Evolution, Natural Selection, Survival of the Fittest. Humans have evolved to become the dominant/controlling species. * â€Å"With all these exalted powers humanity still bears in its bodily frame the indelible stamp of his lowly origin.† (Charles Darwin) * Darwin challenged the idea of a designer God, and the anthropocentric view of the world. â€Å"Humanity in their arrogance think themselves a great work, worthy the (inter)position of a God. More humble, and I believe true, to consider them created from animals.† (Charles Darwin). * Many religious believers accept evolutionary theory as a way of explaining the origins of life on this planet, but still see that God’s power was behind the very start-theistic evolution (God the Uncaused Cause brought everything else into existence – based on Thomas Aquinas’s cosmological argument). How can an anthropocentric approach be upheld if humans ar e descended from animals – all are of equal worth and value – deep ecology. Hierarchy of species. * See above. God created animals for a purpose to be of value and support to human beings. Human intelligence versus animal instinct. * Rationality, intelligence and autonomy set humans apart from animals. * Capacity for sophisticated methods of communication is a human skill. * Creativity (music, literature, art) and complex/sophisticated (developing/utilising science and technology) societies for a good and worthwhile quality of life rather than for instinctive survival are hallmarks of human existence. * Most humans protect the weak and vulnerable arguably for altruistic motivations rather than for survival of the species. * Humans can choose to behave morally. * Humans are spiritual beings. However, just because the status of animals is lower than humans many argue for care and respect. * Stewardship. Deep ecology. Animal Rights.   * â€Å"The question is not can they reason, can they talk, but can they suffer.† Jeremy Bentham (19th century). * Peter Singer thinks that if a being has interests then these things should be satisfied, other things being equal. What matters is not what species a being belongs, but to what extent a being fulfils the criteria of personhood:- rational, sentient (experience pleasure / pain), self-conscious, can establish relationships and can communicate. Religious views on animal rights and the means of protecting those rights. See scholars, biblical and church teachings above. * Rev Humphrey Primatt (19th century) argued all life was made by God and any sentient creature has the right not to have pain inflicted upon it including animal suffering. â€Å"Pain is pain whether inflicted on man or beast† (Primatt). The work of Humphrey Primatt led to the foundation of the RSPCA in 1824. * Organisations such as WWF and RSPCA campaign for animal rights so that they may live according to their own nature and not be harmed, exploited or abused, maintaining a dignified existence. * Such pressure groups oppose factory farming (a method of raising animals intensively for maximum economic gain and to produce food at a lower cost for consumers, resulting in the commodification of animals), animal experimentation (vivisection) and using animals for entertainment;, although opinions vary on all these issues. * Controversy exists about vivisection and the extent of justifiable protest on animals’ behalf – SPEAK campaign sought to end the building of ne w animal labs for scientific experimentation on animals at Oxford University, often using intimidation and direct action which was judged by the law courts to be illegal. â€Å"If possessing a higher intelligence does not entitle one human to use another for his own ends how can it entitle humans to exploit non-humans for the same purpose?† Professor Peter Singer VERSUS â€Å"You can’t go to a doctor without having treatment that has been tested on animals – you can’t pick and choose.† Professor Colin Blakemore, Oxford University. * International Animal Rights Day = December 10th annually. * British law protects animals form cruelty and neglect which are criminal offences. * Revd Professor Andrew Linzey – Department of Theology at Oxford university = world’s first academic post in Ethics, Theology and Animal Welfare. Rejects an instrumentalist view of animals as ‘speciesist’; privileging one species, human beings, giving them a unique moral status. For Linzey, animals are part of God’s creation, and have God-given rights, or ‘theos-rights’, and thus have moral status. Religious responses to the preservation of species from extinction. * Genesis 1:12 – Species were created immutable (fixed and unchanging). Dominionism means human beings have used species and their environment for the good of humanity which has inevitably led to extinction of some. However, stewardship imposes a duty of care implying preservation and conservation of God’s sacred, creation for future generations upholding biodiversity. * Evolution teaches that species naturally change, mutate, and die out as part of the process of survival of the fittest and natural selection. Some religious people accept evolutionary theory theistic evolution (God the Uncaused Cause brought everything else into existence – based on Thomas Aquinas’s cosmological argument). * Breeding programmes in zoos have helped to save species from extinction. * Ohito Declaration 1995 – sustaining environmental life is a religious responsibility.

Nursing Mentorship Program Essay -- Nursing Practice, Nursing Profess

As Finkelman (2006) stated, â€Å"Mentoring, and important career development to that can be used by nurses any type of set or specialty, can be used to develop the critical leadership skills needed by nurses. All successful leaders have had mentors are our mentors† (Finkelman,2006, p. 390). Currently my facility has a six to months mentoring program for new graduates. This program is in addition to the current preceptor program that orients the new graduates to the unit they will be assigned. Most of these new nurses are graduates from local nursing schools and have done most of their clinical nursing education at this facility. The hospital realizes that going from a classroom and clinical setting to on hands bedside patient care can be a rude awakening. The registered nurses, selected to be mentors are the more experience, knowledgeable and will support and nurture the new grad. These Mentors are the individuals that tell the new nurse what she needs to know and will show her ways to accomplish her goals successfully and expose them to opportunities to learn new things. The nur...

Childhood Essay

Explain the sequence and rate of each aspect of development from birth- 19 years. Children develop at different rates and their progress can be measured and tracked in a variety of ways. Although every child develops at different rates the sequence will follow a pattern. This is because children will often acquire one skill before being able to move on to the next. In early years children’s sequential development can be measured against the Early Years Foundation Stage. The different aspects of development they are measured on are Physical, Communication, Intellectual/cognitive, moral, social, emotional and behavioural. Children’s Physical abilities usually develop very rapidly in the early days as they grow from a baby to a toddler. By six months of age a baby’s muscles will have developed enough to reach out and hold objects and begin exploring the world around them. They will enjoy responding to adult facial expressions and may still be shy with strangers. By the age of one a child will begin crawling and using furniture and adults for support in standing. They will be able to sit independently and become more co-ordinated with their hands. A child may have developed their first teeth and solid food will be introduced to their diet. They will begin to understand more words and respond to their name when called and may become anxious when separated from parents or carers. Jealousy of others may become apparent and they enjoy imitating actions they are shown. Between the age of one and two a child will begin walking and mark making will be explored. A child may shake their head to mean ‘no’ and they will begin to understand more words that are spoken to them. Between the ages of two and three scribbles will evolve as children start to experiment more with pencils and pens. A child will be able to throw and kick balls and build towers with blocks. Speech will have developed into longer sentences and questions will be constantly asked as they become more inquisitive. From three to four years of age children will begin to use pitch and tone in singing and their vocabulary will continue to increase. They will enjoy sorting objects into shape, colour and size and will be able to follow simple instructions. Children’s independence will continue to increase as they enjoy running, jumping, skipping and hopping. Children will now assist in dressing and undressing. From four to five years of age children’s questions become more inquisitive and their grammar more accurate. They will be able to hold pencils and pens more correctly and copy shapes and letters and draw people. Routine is very important and they will enjoy being given increasing responsibility. At six and seven years children will be able to dress unassisted and they will be ever more confident in their abilities to run, skip and hop. They may be able to do up buttons and remember events. A child will be able to hold a conversation as well as recognise sounds, words and letters. Beyond these years and heading into adolescence children will develop physically at varying rates. Children will go through puberty at very different rates. Children’s and Young People’s language and vocabulary through adolescence are greatly aided by the adults around them. From the age of seven and onwards children may begin to read aloud confidently and have an increasing knowledge of grammar and tenses. During teenage years vocabulary skills and humour will be developing in a more complex way. The use of sarcasm may be introduced. The skills to argue and debate will also progress. Teenagers will become increasingly confident in their own thoughts and ideas, however may still need reassurance as they become an adult. They will develop strong friendships and discover the opposite sex. Although Children may reach these aspects at different times and stages in their life, the same sequence will be followed. This means that a pattern of development is followed. For example, a child must learn to walk before they can develop the ability to run. 1. 2- Explain the difference between sequence of development and rate of development and why the difference is important The difference in the sequence and rate of development is important as they are used to measure a child’s development. It enables Early Years providers to monitor and track a child’s development and identify any concerns. It also allows the provider to plan at the right time for specific children. The sequence of development is the order in which a child develops. This can be different in each child. One child may begin to do things before another and skip a step in the sequence while another child may follow each step in the sequence exactly. Rate of develop is the speed in which a child develops. This can also vary from child to child as one child as one child may start doing things earlier than others. It is vital to know the difference between sequence of development and the rate of development as it helps professionals in identifying the individual needs of a child. It helps practitioners recognise where there may be special education needs and additional support required. Outcome 2Understand the factors that influence children and young people’s development and how these affect practice 2. 1- Explain how children and young people’s development is influenced by a range of personal factors. Various factors contribute to a child or young person’s development. Personal factors can include Health Problems. A child’s development begins in the Mother’s womb and can be hindered by a Mother’s drug taking or excessive alcohol consumption. It can result in premature birth and a low birth weight which consequently has an ongoing effect on the Child’s development. If a child is born with impairment such as hearing loss then this will affect their social skills and their ability to communicate. Socialising is a very important contributing factor to a child and young person’s development as children learn from each other. Learning difficulties can affect a child’s development of social skills. Children with learning difficulties will need extra support in certain areas of learning as they may become frustrated and lose confidence. A disability develops through genes. Therefore this can be a personal factor in a child and young person’s development. Physical impairments because of a disability can present social issues and different aspects of the disability can physically restrict and impair a person. 2. 2-Explain how children and young people’s development is influenced by a range of external factors. As well as personal factors, there are a number of external factors which contribute to a child and young person’s development. Poverty and deprivation can mean that a child’s life chances can often be reduced. This is especially true in other, less affluent countries where children may not have access to an education or healthcare. Family environment and background can strongly influence a child’s development. Children may not receive much support from their parents or carers and the Family may have different priorities than education for example. Personal choices can go on to affect a child and young person’s development throughout their life. If a child chooses to leave school early then this will affect their career prospects and life chances. If a young person chooses to do drugs then this will go on to affect them socially and in regards to their health. If an individual has been a ‘looked after’ Child or in care then this may be a factor in their development. Many ‘looked after’ children are moved around frequently and this can have a negative effect on their education and may cause attachment issues in childhood and throughout life. Education itself can be an external influence in an individual’s development. If a child has not attended Nursery in their Early Years then they may be held back once they begin school. The child may have learning difficulties which have not yet been identified. Explain how theories of development and frameworks to support development influence current practice. Theories of development and frameworks to support development influence current practice in various ways. Cognitive development, a theory developed by Jean Piagent, suggests that children prior to seven years of age judge their good and bad actions on the consequences of them. Children after the age of seven then begin to judge their actions on their intentions. Piagent’s theory also suggests that children’s development is sequential and that a child cannot run before they can walk, so to speak. This theory heavily influences current practice as the development of children less than five years is measured against the Early Years Foundation Stage, which recognises that the milestones which children reach may be at different times in their life but will follow the familiar pattern. Psychoanalytical Development is a theory formulated by Sigmund Freud. The theory proposes that unconscious thoughts, feelings, emotions and experiences can influence a person’s actions and that past experiences can influence and shape an individual’s future. This underlines a child’s impulses and actions. This theory influences every day practice and is demonstrated by having patience and encouraging children to share and take turns. A child must be supported in reasonable risk taking and motivation. A child must learn the skills to negotiate. This can be achieved through conflict resolution and by challenging the child’s behaviour. Abraham Maslow explained through his Humanist theory of development that individuals choices are influenced by their own perception of their experiences and that a person is able to choose their behaviour, it is not an instinctual reaction to your environment. Self-esteem, self-fulfilment and an individual’s needs are of primary importance and a person’s basic needs must be met in order to attain these. Maslow developed the ‘Hierarchy of Need’ which is utilised in current practice to measure a child’s personal development. Maslow put forward that a person’s basic needs must be met before they can achieve self-actualisation and realise their own personal potential. Albert Bandura’s theory of Social Learning advocates that children learn from others through observation and imitation. There are three aspects to this theory and these are that children learn through observation, that a child’s internal mental state is a factor and that even if a child learns something it does not mean that a child will use that learned behaviour. Bandura’s theory has had an influence on current practice as it put forward the idea that learning does not change behaviour and in order to do so both Families and Professionals need to be part of the process. It is widely understood that Parents and Teachers should be positive role models in a child and young person’s life. Burrhus Frederic Skinner’s theory of Operant Conditioning supports the concept of ‘the mind’ and that it is more productive to learn from observed behaviour than to develop from your own internal mental experience. Skinner believed that the best way to understand an individual’s behaviour is to consider the cause and effect. B. F. Skinner’s theory of Operant Conditioning was largely based on Edward Lee Thorndike’s ‘Law of Effect’ theory. Thorndike’s theory was founded through studying learned behaviour in animals. Skinner believed that reinforcement was the key to repeated behaviour and that behaviour that is encouraged will be replicated as opposed to behaviour which is not reinforced being extinguished. Operant conditioning is a theory which supports the fact that behaviour may be changed through reinforcement. This theory is demonstrated in current practice by the use of reward charts. By negatively reinforcing behaviour a child may not repeat the action so as to remove the unpleasant experience. Behaviourist theory was formulated by John B. Watson who believed that children have three main motives being fear, rage and love and the theory deals only with observable behaviour. Development is considered a reaction to given rewards and punishments. Behaviourist theory is set apart from other theories in the fact that it does not deal with internal thoughts or theories. Because of this many critics argue that Behaviourism is one dimensional and does not account for other types of learning. However, it is an effective tool in measuring a child’s behaviour and tracking their development. Although Behaviourism is widely criticised it is still a widely used notion in teaching and encouraging positive behaviour and discouraging negative behaviour. Social Pedagogy is a framework in place to support development and enforce humanistic behaviour such as respect for others, trust and equality. It promotes the development of children in areas such as emotions and feelings, intellect, and physical capability. It encourages sustained wellbeing and health, self-empowerment, to take responsibility for one’s own actions and to promote human welfare and ease social problems. This Framework supports development of children and is increasingly associated with Community and Social Work. It upholds Equality, Diversity and Inclusive practice and is enforced by looking at the child as a whole and supporting their overall development. Outcome 3Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern 3. 1- Explain how to monitor children and young people’s development using different methods. There are various methods and ways of monitoring and tracking children and young people’s development. A key system is session planning and evaluation which enables practitioners to reflect on a session and introduce scaffolded learning to meet a child’s developmental needs. Assessment Frameworks within education are in the form of SATS and GCSE exams. These exams measure a child’s ability to retain information. If a child is believed to have additional needs then a Common Assessment Framework can be completed to identify a child or young person’s educational, emotional and developmental needs. In their Early Years, children undergo regular health checks to ensure their physical development is progressing at the expected rate. The Early Years Foundation Stage is used to measure children’s milestones. Through observation it can be discerned if a child is not meeting the expected pattern of development. This should be relayed to the parent or carer and discussed to ascertain if there are any concerns at home. It is best practice to share information with other professionals, colleagues and parents and carers to ensure that all information and facts are collated and everyone is concerned with the overall development of a child or young person. 3. Explain the reasons why children and young people’s development may not follow the expected pattern There are a range of reasons why children and young people’s development may not follow the expected pattern. Factors such as disability can affect various areas of development but early intervention and support can aid in a child’s development. Positive emotional development occurs when a child receives routine and structure and feels settled. Attachment issues can cause low self-esteem and motivation in children and young people and so this may hinder them in trying new things and risk taking. Physical development can be effected due to genetics. A child may be a slow learner or have problems with physical growth. This can also affect social development. Socially a child or young person’s development may not follow an expected pattern if parents and carers do not make time or prioritise interactive play with their children. An environment can result in a child’s development being affected. If a person is born into poverty then they may not have access to opportunities and education and so life chances are reduced. Culture can also play a part as the ways in which a child is brought up differs around the world. Other cultures may have different expectations or restrictions on a child. Learning difficulties may shape a person’s development pattern as they may not be identified early on in a child’s life. This may therefore hold them back. Children who have speech problems or find it difficult to read and write will find it arduous and frustrating to communicate with others. 3. 3-Explain how disability may affect development Disability can affect development in a number of ways. Learning and social development can be affected by a number of disabilities and a child may be faced with prejudice and discrimination. Learning disabilities which can affect development can include Autism, which affects an individual’s communication and interaction with others and the world around them. Autism can lead a person to feel isolated and alone and an individual may find it hard to read facial expressions and tone of voice. Dyslexia can create development issues in relation to reading and writing. If Dyslexia is undetected in childhood then this can affect a child’s self fulfilment. Children may become angry and detached and may have difficulty attending school. This in turn will affect their education and learning development. Physical disabilities such as Cerebral Palsy affect movement and posture and co-ordination. Some individuals who suffer from this particular disability can suffer from seizures and difficulty in reading and writing. 3. 4-Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. Different types of intervention can promote positive outcomes for children and young people where development is not following the expected pattern. Social Workers are in place to help and safeguard vulnerable children and their families through Child In Need and Child Protection Plans. Speech and Language Therapists can assess and work with children and young people who have speech difficulties. The earlier the difficulty is identified the less the impact on the child’s life. Children who have behaviour and learning difficulties may be supported by a Psychologist. Once the child’s needs have been ascertained support plans can be put in place at home and within education. Psychiatrists is specialised in treating people with Mental Health issues and works alongside other professionals in supporting individuals with such issues. Youth Justice and Youth Workers work alongside Social Care in supporting young people with behavioural problems. Physiotherapists aid children in their physical development where they have restricted or little movement capability. They facilitate them in gaining the maximum movement possible. Specialist Nurses provide support to families of children with disabilities and in need of specialist medical care. Additional learning support is available to children who have specialist educational needs. Assistive technology can further aid those with learning and physical development issues. This technology can play to a child or young person’s strengths and can encourage and motivate them within their capabilities. Health Visitors are often the earliest intervention in a child’s life and the first to ascertain if development is not following the expected pattern. Regular visits from Health will ensure that the child’s development is monitored closely and any concerns are raised early on. Outcome 4Understand the importance of early intervention to support the speech, language and communication needs of children and young people. 4. 1- Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. Our speech, language and communication capabilities relate to how we interact and relate to others. It allows us to socialise and educate ourselves. If a child is identified as having speech, language and communication needs then it is often referred to as SLCN in short. If a child’s SLCN’s are not identified during their early years it may affect their early education and relationships in school. A child may be bullied or their own confidence issues may hold them back from interacting with others. If a child has a hearing or speech impediment then other forms of communication must be evolved and access to the appropriate support must be provided. There are many risks of late recognition regarding speech, language and communication needs. If they are not recognised early on then it can continue to result in problems with self-esteem, learning difficulties, a person feeling isolated and becoming withdrawn, anti social behaviour and an inability to express themselves effectively and a child or young person not fulfilling their full potential. 4. 2-Explain how multi agency teams work together to support speech, language and communication. Practitioners have an obligation to identify children’s needs and refer them into the right support to aid in their development. Multi agency teams work together to support SLCNs by meeting and discussing available support for the child. By multi agencies meeting together it allows all channels of support to be identified at once and discuss what each agency can provide. Minutes are taken at these meetings which allow all agencies to have up to date information and work together to achieve a common goal. 4. 3-Explain how play and activities are used to support the development of speech, language and communication. Children learn through play and different activities can support the development of speech, language and communication. This allows different language to be used within a context the child can enjoy. The activity should be themed on something a child enjoys doing to encourage interest and engagement. Instruments and shapes can lead into describing words and sensory experiences. Puppets can encourage children to talk and interact in dramatic play which allows children to express emotions and develop language. Outcome 5Understand the potential effects of transitions on children and young people’s development 5. Explain how different types of transitions can affect children and young people’s development. A child and young person may go through several types of transition during their development. Emotional transitions occur when a person’s emotional state is altered for some reason. It can occur when a child experiences bereavement, misses a parent/carer or begins or leaves care. A child experiencing an emotional transition may have angry outbursts if they are too young or incapable of expressing themselves in words. A child may experience physical transition when beginning or leaving a school or moving home and perhaps when shifting from one activity to another. It may result in a child becoming anxious and unable to interact with others. Physiological transition takes place when a child goes through puberty or develops a long-term medical condition. A young person may lose confidence and feel uncomfortable meeting new people or experiencing new situations as they develop physically and become an adult. Intellectual transition is when a child progresses from pre-school to primary school, for example. New faces and environments can impact on a child’s ability to feel comfortable and may make the child feel anxious and lose confidence. 5. 2-Evaluate the effect on children and young people of having positive relationships during periods of transition. Positive relationships are highly important to a person’s development and wellbeing. Positive relationships promote consistency and resilience in a child and young person. Good support can come from Parents, Carers, Siblings and extended family, Social Workers, Health Professionals, teachers and tutors. These affiliations will mean that a child or young person is more likely to achieve academic targets and build strong social links. A child will feel more loved and valued and be more prepared for future transitions. Positive relationships also mean that a child or young person’s needs and requirements are more liable to be identified and provided for. A child’s welfare can be monitored more effectively and plans for children’s development and education can be more effective in their outcomes.

Traditions of Tatarstan

Family relations of the Tatars developed in a complex way. Family based on old principles, with some elements of woman's seclusion, traditionally dominated. The wedding and birth of a child were the most significant family events. The wedding through courtship was most widespread. The choice of a bride was made by groom's parents, then the matchmaker was sent. After the agreements, bride's relatives began to prepare for the wedding. A day before the wedding, groom's parents sent ransom and gifts to the bride. During the wedding and at the wedding dinner, bridegrooms were absent, represented by their fathers. The birth of a child was a joyful event. Tatar enlightener and historian Kayum Nasyri describes this custom as follows: When all guests arrive, the child is brought on a pillow to the mullah. He asks the parents how to name the child. The mullah prays, then repeats three times: â€Å"Let your precious name be †¦ â€Å". Each visitor is given honey and oil. Being treated, he puts as much money on a tray, as he can†. In some families, the wedding ceremonies – ransom for the bride (kalym), bride's dowry (birne), religious ceremony of wedding (nikah) and others -remain bright and interesting to our days. Ceremonies and holidays express the emotional and aesthetic life of the people. Celebratory culture of the Tatars traditionally included both religious (Kurban-bairam, Uraza-bairam, Ramadan) and secular holidays celebrated in a certain season. The calendar cycle of national holidays and ceremonies of the Tatar people begins with Nauruz celebrated on the day of the spring. It symbolizes updating Nauruz was followed by the time of spring sowing – the most beautiful season, when the Sabantui festival was arranged. Its history is as old as our people. The earliest evidences of Sabantui are dated of 921. Preparation to the holiday started two weeks in advance. Sabantui is traditionally celebrated. Sabantuy is one of the most ancient national holidays. It is celebrated in honour of the spring sowing. It is the most favorite holiday among people † . Maydan is the culmination of the holiday, where people compete in bags jumping, pot braking with closed eyes, pulling of a rope, horse riding etc The main distinctive element of Sabantuy is koras (Tatar wrestling) The winner gets alive ram. Muslim holidays were especially esteemed. Kurban-bairam is the most significant one. It is a holiday of sacrifice in memory of Prophet Ibrahim's willingness sacrifice his son for the sake of Allah. Kurban Bairam is a religious holiday of a sacrifice. It begins in 70 days after Ramazan and lasts for 3 days. Each Moslem must kill a ram and distribute its meat among poor people Uraza-bairam is celebrated at the end of a 30-day fast in Ramadan. Having tried sweets in the morning, Muslims go to the mosque, and in the evening arrange the family feast. Since 1992 two religious holidays Kurban-bairam and Christmas are included in Tatarstan's calendar of public holidays. It is impossible to imagine cultural life of Kazan without the Day of the City, which is celebrated on August 30. On this day, cities and villages of the republic flourish, all multinational Tatarstan people get together to see the festival open-air performance with historical customs and traditions, horse races, national wrestling, ensembles of ancient instruments and folklore groups performances. The holiday is ended with a big colorful firework. The Republic of Tatarstan enjoys the richest traditional and cultural heritage. Today the life of Republic combines both ancient traditions and the present. It is a memory of the past and aspiration to the future.