Living and Working in France

Living and Working in France One common trait among people who study French is a desire to live and possibly work in France. Many dreams of this, but not many succeed in actually doing it. Just what is it that makes it so difficult to live in France? First of all, like in other countries, France is concerned about too much immigration. Many people come to France from poorer countries to find work- either legally or illegally. With high unemployment in France, the government is not eager to give jobs to immigrants, they want the available jobs to go to French citizens. In addition, France is worried about the impact of immigrants on social services- there is only so much money to go around, and the government wants citizens to receive it. Finally, France is infamous for its extensive red tape, which can make everything from buying a car to renting an apartment an administrative nightmare. So with these difficulties in mind, lets look at how someone can get permission to live and work in France. Visiting France Its easy for citizens of most countries to visit France- upon arrival, they receive a tourist visa which allows them to stay in France for up to 90 days, but not to work or to receive any social benefits. In theory, when the 90 days are up, these people can travel to a country outside the European Union, have their passports stamped, and then return to France with a new tourist visa. They might be able to do this for a while, but its not really legal. Someone who wants to live in France long term without working or going to school should apply for a visa de long sà ©jour. Among other things, a visa de long sà ©jour requires a financial guarantee (to prove that the applicant will not be a drain on the state), medical insurance, and police clearance. Working in France European Union citizens can legally work in France. Foreigners outside of the EU must do the following, in this order: Find a jobObtain a work permitObtain a visa de long sà ©jourGo to FranceApply for a carte de sà ©jour For anyone who is not from an EU country, finding a job in France is extremely difficult, for the simple reason that France has a very high unemployment rate and will not give a job to a foreigner if a citizen is qualified. Frances membership in the European Union adds another twist to this: France gives first priority for jobs to French citizens, then to EU citizens, and then to the rest of the world. In order for, say, an American to get a job in France, s/he essentially has to prove that s/he is more qualified than anyone in the European Union. Therefore, the people with the best odds of working in France tend to be those in highly specialized fields, as there may not be enough qualified Europeans to fill these types of positions. Receiving permission to work is also difficult. Theoretically, if you are hired by a French company, the company will do the paperwork for your work permit. In reality, its a Catch-22. They all say that you have to have the work permit before they will hire you, but since having a job is a prerequisite for obtaining the work permit, its impossible. Therefore, there are really only two ways to get a work permit: (a) Prove that you are more qualified than anyone in Europe, or (b) Get hired by an international company that has branches in France and get transferred over, because their sponsorship will allow them to obtain the permit for you. Note that they will still have to demonstrate that a French person could not do the job you are being imported to do. Other than the above route, there are basically two ways to get permission to live and work in France. Student visa - If you are accepted to a school in France and meet the financial requirements (a monthly financial guarantee of approximately $600), your chosen school will help you to obtain a student visa. In addition to giving you permission to live in France for the duration of your studies, student visas allow you to apply for temporary work permits, which give you the right to work for a limited number of hours per week. One common job for students is an au pair position.Marry a French citizen - To some extent, marriage will facilitate your efforts to obtain French citizenship, but you will still need to apply for a carte de sà ©jour and deal with abundant paperwork. In other words, marriage will not automatically make you a French citizen. As a last resort, it is possible to find work that pays under the table; however, this is more difficult than it might seem and is, of course, illegal.

Ancient Definitions of Rhetoric

Ancient Definitions of Rhetoric Broadly defined in our own time as the art of effective communication, the rhetoric studied in ancient Greece and Rome (from roughly the fifth century B.C. to the early Middle Ages) was primarily intended to help citizens plead their claims in court. Though the early teachers of rhetoric, known as Sophists, were criticized by Plato and other philosophers, the study of rhetoric soon became the cornerstone of classical education. Modern theories of oral and written communication remain heavily influenced by the basic rhetorical principles introduced in ancient Greece by Isocrates and Aristotle, and in Rome by Cicero and Quintilian. Here, well briefly introduce these key figures and identify some of their central ideas. Rhetoric in Ancient Greece The English word rhetoric is derived from Greek rhetorike, which apparently came into use in the circle of Socrates in the fifth century and first appears in Platos dialogue Gorgias, probably written about 385 B.C. . . .. Rhetorike in Greek specifically denotes the civic art of public speaking as it developed in deliberative assemblies, law courts, and other formal occasions under constitutional government in the Greek cities, especially the Athenian democracy. As such, it is a cultural subset of a more general concept of the power of words and their potential to affect a situation in which they are used or received.(George A. Kennedy, A New History of Classical Rhetoric, 1994) Plato (c.428-c.348 B.C.): Flattery and Cookery A pupil (or at least an associate) of the great Athenian philosopher Socrates, Plato expressed his disdain for false rhetoric in Gorgias, an early work. In a much later work, Phaedrus, he developed a philosophical rhetoric, one that called for studying the souls of human beings to discover truth. [Rhetoric] seems to me then . . . to be a pursuit that is not a matter of art, but showing a shrewd, gallant spirit which has a natural bent for clever dealing with mankind, and I sum up its substance in the name flattery. . . . Well now, you have heard what I state rhetoric to bethe counterpart of cookery in the soul, acting here as that does on the body. (Plato, Gorgias, c. 385 B.C., translated by W.R.M. Lamb) Since the function of oratory is in fact to influence men’s souls, the intending orator must know what types of soul there are. Now these are of a determinate number, and their variety results in a variety of individuals. To the types of soul thus discriminated there corresponds a determinate number of types of discourse. Hence a certain type of hearer will be easy to persuade by a certain type of speech to take such and such action for such and such reason, while another type will be hard to persuade. All this the orator must fully understand, and next he must watch it actually occurring, exemplified in men’s conduct, and must cultivate a keen perception in following it, if he is going to get any advantage out of the previous instruction that he was given in the school. (Plato, Phaedrus, c. 370 B.C., translated by R. Hackforth) Isocrates (436-338 B.C.): With Love of Wisdom and Honor A contemporary of Plato and founder of the first school of rhetoric in Athens, Isocrates viewed rhetoric as a powerful tool for investigating practical problems. When anyone elects to speak or write discourses which are worthy of praise and honor, it is not conceivable that such a person will support causes which are unjust or petty or devoted to private quarrels, and not rather those which are great and honorable, devoted to the welfare of humanity and the common good. It follows, then, that the power to speak well and think right will reward the person who approaches the art of discourse with love of wisdom and love of honor. (Isocrates, Antidosis, 353 B.C., translated by George Norlin) Aristotle (384-322 B.C.): The Available Means of Persuasion Platos most famous student, Aristotle, was the first to develop a complete theory of rhetoric. In his lecture notes (known to us as the Rhetoric), Aristotle developed principles of argumentation that remain extremely influential today. As W.D. Ross observed in his introduction to The Works of Aristotle (1939), The Rhetoric may seem at first sight to be a curious jumble of literary criticism with second-rate logic, ethics, politics, and jurisprudence, mixed by the cunning of one who well knows how the weaknesses of the human heart are to be played upon. In understanding the book it is essential to bear in mind its purely practical purpose. It is not a theoretical work on any of these subjects; it is a manual for the speaker . . .. Much of what [Aristotle] says applies only to the conditions of Greek society, but very much is permanently true. Let rhetoric [be defined as] an ability, in each [particular] case, to see the available means of persuasion. This is the function of no other art; for each of the others is instructive and persuasive about its own subject. (Aristotle, On Rhetoric, late 4th century B.C.; translated by George A. Kennedy, 1991) Cicero (106-43 B.C.): To Prove, to Please, and to Persuade A member of the Roman Senate, Cicero was the most influential practitioner and theorist of ancient rhetoric who ever lived. In  De Oratore  (Orator), Cicero examined the qualities of what he perceived to be the ideal  orator. There is a scientific system of politics which includes many important departments. One of these departmentsa large and important oneis eloquence based on the rules of art, which they call rhetoric. For I do not agree with those who think that political science has no need for eloquence, and I violently disagree with those who think that it is wholly comprehended in the power and skill of the rhetorician. Therefore we will classify oratorical ability as a part of political science. The function of eloquence seems to be to speak in a manner suited to persuade an audience, the end is to persuade by speech. (Marcus Tullius Cicero,  De Inventione, 55 B.C., translated by H. M. Hubbell) The man of eloquence whom we seek, following the suggestion of Antonius, will be one who is able to speak in court or in deliberative bodies so as to prove, to please, and to sway or persuade. To prove is the first necessity, to please is  charm, to sway is victory; for it is the one thing of all that avails most in winning verdicts. For these three functions of the  orator  there are three styles: the plain style for proof, the middle style for pleasure, the vigorous style for persuasion; and in this last is summed up the entire virtue of the orator. Now the man who controls and combines these three varied styles needs rare judgment and great endowment; for he will decide what is needed at any point, and will be able to speak in any way which the case requires. For, after all, the foundation of eloquence, as of everything else, is wisdom. In an oration, as in life, nothing is harder than to determine what is appropriate. (Marcus Tullius Cicero,  De Oratore, 46 B.C., translat ed by H.M. Hubbell) Quintilian (c.35-c.100): The Good Man Speaking Well A great Roman rhetorician, Quintilians reputation rests on  Institutio Oratoria  (Institutes of Oratory), a compendium of the best of ancient rhetorical theory. For my part, I have undertaken the task of molding the ideal orator, and as my first desire is that he should be a good man, I will return to those who have sounder opinions on the subject. . . . The definition which best suits its real character is that which makes rhetoric the  science of speaking well. For this definition includes all the virtues of oratory and the character of the orator as well, since no man can speak well who is not good himself. (Quintilian,  Institutio Oratoria, 95, translated by H. E. Butler) Saint Augustine of Hippo (354-430): The Aim of Eloquence As described in his autobiography (The Confessions), Augustine was a student of law and for ten years a teacher of rhetoric in North Africa before taking up study with Ambrose, the bishop of Milan and an eloquent orator. In Book IV of  On Christian Doctrine, Augustine justifies the use of rhetoric to spread the doctrine of Christianity. After all, the universal task of eloquence, in whichever of these three styles, is to speak in a way that is geared to persuasion. The aim, what you intend, is to persuade by speaking. In any of these three styles, indeed, the eloquent man speaks in a way that is geared to persuasion, but if he doesn’t actually persuade, he doesn’t achieve the aim of eloquence.(St. Augustine,  De Doctrina Christiana, 427, translated by Edmund Hill) Postscript on Classical Rhetoric: I Say The word  rhetoric  can be traced back ultimately to the simple assertion I say (eiro  in Greek). Almost anything related to the act of saying something to someonein speech or in writingcan conceivably fall within the domain of rhetoric as a field of study. (Richard E. Young, Alton L. Becker, and Kenneth L. Pike,  Rhetoric: Discovery and Change, 1970)

Investigative summary Essay Example | Topics and Well Written Essays - 750 words

Investigative summary - Essay Example In many organizations, the development level of subordinates is taken quite seriously and is considered to be an indicator of need for guidance. Depending on this, the leader may carry out a diverse set of roles including providing coaching, supporting, and so on. The leadership of any organization has a great impact on not only his followers but also in the way the whole organization functions. The change is visible in the whole organization and indeed leaders play a huge role in the transition. According to the theory of situational leadership, the organizational context is quite important because it provides the drivers for the implementation of a specific leadership style. There are many other factors relating to leadership that impact the organization. This is the management structure, hierarchy and the level of power possessed by each top manager. In an earlier paper, Hersey, Blanchard, and Natemeyer (1979) have highlighted this relationship between power and leadership by relating to the different leadership styles, and situational leadership. Generally, leadership is a significant factor contributing towards organizational success through greater employee motivation and productivity. Situational leadership model is based on the premise that leadership is subject to the situation in which case the approach is molded so as to address the situation at hand. Leadership also affects employee motivation. Present organizations look to enhance employee motivation because it directly affects organizational performance and success. This is a key concept in human resource management. The current trend in the business environment is very competitive which means that organizations have to work hard in order to motivate its employees and retain talented employees. This is why employees introduce compensation programs so as to keep their employees satisfied and motivated about the job. At the same time, organizations also focus on

Environmental Problem - Water Shortages Essay Example | Topics and Well Written Essays - 2500 words

Environmental Problem - Water Shortages - Essay Example Jury and Vaux (2007) posited that if the present rate of water consumption continues, the situation of water shortage will only get worse. They went on to postulate that by the year 2025, over two-thirds of the world’s population will most likely be faced with the challenge of water shortages. The world’s ecosystems will also be significantly affected as a result of the shortages. Water pollution comes from many sources, and this renders the water unusable or reduces the amount available for use. Ocean litter, for instance, from landfills blowing into the streams, containers from ships in the course of storms, and trash that normally washes off city streets end up in the ocean. While in the ocean, this debris undergoes decomposition slowly over the years leading to accumulation in large patches and washing on the beaches (Kundzewicz & Kaczmarek, 2000). Pesticides and fertilizers that are used in firms mostly end up in water sources. According to Chaturvedi (2000), the u se of these substances in crop production has increased substantially and is largely due to the increased demand for food production to sustain the increasing human population. While can argue that pesticides and fertilizers are used for noble causes, their effects on the environment are quite devastating. Indiscriminate application of these chemicals ends up polluting not only the lands where they are used but also water sources as they are washed into the nearby streams and waterways (Chaturvedi, 2000).

The Enlightenment Essay Example for Free

The Enlightenment Essay Today we will examine the seven points made about the enlightenment that we have read in this chapter. We will also go over the philosophers who put forth these ideas. What influence can be felt in the present of these ideas? Well in this paper we will find out all of these mind boggling questions. Okay the seven points of enlightenment we will start with first what is enlightenment mean to man? Well it is a mans inability to make use of his understanding. So to answers the first step of enlightenment basically to me means it is someones right to there own authority to subjects and objects. Okay the second step is rationalism and it offers a naturalistic alternative to appeals to religious accounts of human nature and conduct. Now to the enlightenment of movement which means, enlightenment, the movement outwards towards the world and separation is driven by desire, fear, and suffering, movement, which towards to reality which gets to intuition and apperception. That is what I pulled out of the chapter on that step. Okay step four cultural optimism I figured this one to mean that a culture of any would have an optimistic look on it optimistic meaning to look on something with a more favorable side or outcome. Now to step five which is the return to nature I believe that maybe this one means that maybe when people die and the ritual of burying some one means that we are returning to nature. Next step natural rights, well everyone has there rights from the democratic point of view so this must also mean that we have our own natural rights including the right to exist and the rights to make our own choices and such. Step seven last but not least human rights I would believe to include the democratic point of view it is our human right to vote or to fallow the laws and such. These seven steps and the definitions that fallow are my own definitions to these enlightenment steps. The philosophers who put forth these enlightenment steps are the one we have read about in our Sophies world book, Including Locke, Hume, Berkeley. All there ideas views and thoughts were I believe put into effect through these seven steps. What influence can be felt in the present of these ideas? Well I believe they came form the philosophers that I have listed so basically IÂ  answered this question with the one before it. This chapter was fun for me to read because I learned a lot about the enlightenment steps and where they originated from. I just thought that this section of the book was great!

Christian Beliefs about their Responsibility to the Poor :: essays research papers

There are many reasons that Christians believe that they have a responsibility for the poor. One of these is the teaching and guidance of the Bible. A good Christian should follow the teachings of the Bible and listen to the guidance it offers. The word of the Evangelists and the other books that make it up should have great authority as they reveal the teachings of God through his prophets and his Son. If we are to be Christians then we should follow the way of Jesus. ?Christian? literally means ?Belonging to Christ?. There are many Gospel teaching on how Christians should help alleviate poverty, both locally and on a wider scale. One of the most important of these is the Commandment ?Love thy neighbour as thyself?. Jesus himself stated that it was the most important. ?Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the first and great commandment. And the second is like unto it. Thou shalt love thy neighbour as thyself. On these two commandments hang all the law and the prophets."(Matthew 22:37-40). This is important as it emphasises the stance that Christians should have towards their fellow men, one of complete untainted love. If this commandment were to be kept then there would be no need for the rest as in keeping it you would not murder, nor steal or covet your neighbour?s wife. Jesus set an excellent example in both his actions and his words. The parables he used to relate some very important messages about the nature of god. A good example of this is the Parable of the lost sheep. ?See that you do not look down on one of these little ones. For I tell you that their angels in heaven always see the face of my Father in heaven. What do you think? If a man owns a hundred sheep, and one of them wanders away, will he not leave the ninety-nine on the hills and go to look for the one that wandered off?? This implies that Jesus is never willing to give up on anyone who might be saved from hell. No-one is any greater than another in his eyes. As we are all part of God?s creation we are all one family in God. If we ignore the suffering of our Brothers and Sisters then we ignore God.

Me as a Writer

In the essays â€Å"How Computers Change the Way We Think† and â€Å"Is Google Making Us Stupid† both authors address the issue that throughout the years technology has changed the way we think and process information. In Nicholas Carr's â€Å"Is Google Making Us Stupid† he describes how the internet shapes the way we process material when reading.Before people use to take their time and read and analyze text, but now we skim through it. While reading, people most of the time rush through it to get the gist of it. I occasionally find myself running through pages of a psychology book to get the answer to a question as fast as possible. In Sherry Turkle's â€Å"How Computers Change the Way We Think† she lists different topics and how the computer effects each of them. For example, privacy was sheltered in the past where now it has become open. We now have twitter and facebook for the whole world to see.Sherry Turkle writes about her experience at an institut e of technology where a professor spoke about how calculators are make a negative impact on students. Students are using calculators and relying on a piece of technology to punch in numbers and calculate the equation for us without us even having to think about the problem. Instead of using a pen and paper and step by step problem solving in our heads and making our brains work we rely on technology to do the work for us. Aside from relying on calculators the main source that people rely most on is computers.Computers have changed people in many different ways. For example a research paper. Books were the main source for gathering information to write a research paper, but now people just use computers are click on link after link to find all the information they need. This affects how people process information because instead of reading deep into the book and understanding the information, they briefly skim through the internet and find the information they need.From reading both pieces, I can understand each of the points that were brought up. I feel that in today's world computers and digital technology are a main source of connection, productivity and distraction. Due to this and to a constant exposure to the basic functions of a computer, digital technology such as video games, for example ipads, and the internet itself, we are being influenced what we do and accomplish online.This is affecting the way people act and interact with others socially. Being behind a computer changes the way you think. It is easy to respond to others due to the fact that you have time to think about what you want to say and how you are going to say it. People just type away and when done they have the ability to fix what they are about to say. It changes how they act with people face to face because they don’t know what to say and don’t have time to think about it.Sherry Turkle also talks about privacy and how in the past our privacy was sheltered and now has no meaning because people are unaware that privacy is a right not a privilege. Students ‘blog’ and ‘tweet’ about personal information that on some social networks is available for the entire world to see within minutes of posting.Both Carr and Turkle relate to one another in the sense that they agree that computers are influencing the way we understand and process information. They both say that we can take on the qualities of a computer and can influence the way we speak and write.

Principles underpinning the role of the practitioner working with children Essay

in this unit I will be explain the principles and values and why reflective practice is needed for a practitioner and what ways they can improve on their practice. I am also learning `what the responsibilities of the practitioner when maintaining professional relationships. The principles and values in a child care setting are in place to give the practitioners a guideline to help keep up hood standard of child care practice. The EYFS framework promotes the four overarching principles. The child’s welfare and safety is one of the main principles because; â€Å"the welfare of the child is paramount.† (Jago, 2011) When a child is under the care of the setting the practitioner will work closely with them; which means that they will get to know the child’s background including any medical information that they need to know about. Also the setting should use correct behaviour management. Never use physical punishment is a main principle as it is used to keep children safe; this means the setting is trying to keep them away from harm and abuse. While in the setting practitioners should follow the emergency procedures so that no one including themselves will get hurt during an evacuation; emergency evacuations should also be carried out so that when there is a fire drill or an actual fire in the setting then the children will know what to do in that type of situation. The author carried out a risk assessment in the setting which involved moving cleani ng substances so that no child could get to them and so that it didn’t cause any harm to the child. Another principle is respect the parent as the primary carer and educator of the child which means the practitioner should work closely with parents to understand their views and wishes and they should be respected where possible. â€Å"Practitioners work with parents and families who are in the care, learning and development of their children and are the child’s first and most enduring educators†. (Ruthierhyme, 2011) Practitioners work with parents if their child is getting a special mention in an assembly then they could invite the parents in to watch. The parent and child come for visits before they actually start at the setting so they know what the setting is like and who their practitioner is; this may help the child to settle in to the setting quicker when they actually start. One of the main principles is upholding the child’s rights and dignity; practitioners have to make sure that they are not stereotyping or discriminating anyone in the setting. This means that if there are a wide variety of cultures in the setting; the practitioner could do arts and crafts from their cultures. If in the setting children want to read or play then the practitioner could let them use multi-cultural dolls and books about other cultures. â€Å"Workers should not discriminate and should encourage children to avoid prejudice† (Park, unknown) The author has done this in the setting by having a boy who is Chinese; so then in the setting the author did a wide range of activities on Chinese New Year so that other children knew about the festival. A point in the CACHE statement of values and principles is â€Å"confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake.† (CACHE, 2010) This means that if you are taking notes on a child’s behaviour or reading a child’s file to see special requirements, never leave it lying around for anyone else to see and when you have finished with the file place it in a locked filing cabinet. When practitioners do observe children they should not mention names or the place where the observation has been done. The author had done this in the setting to evaluate a child’s physical development and to see what could be done to improve on these skills. There are many ways that a practitioner can find out about children’s interests; some of these are, by doing observations on the children to see what they like to play with; talk to the children to see what they enjoy doing and what their hobbies may be and also discuss with parents to see what the child likes to do while they aren’t at the setting. There are benefits for the practitioner which include that they can plan a suitable environment for the children; the practitioner can engage with the children to suit their individual needs. This way the practitioner will be able to build positive relationships with both the children and their families as it extends their learning experiences. There are also many benefits for the children as well which include; the children will make a contribution to planning which will raise the child’s self-esteem which will also improve their self-confidence; this will help them to develop their skills and knowledge, it also increases chance for communication by the children communicating with the practitioner, friends and their family this will also help the children develop a positive relationship with their practitioner and peers in the setting. The author has used the wide range of ways to find out about children’s interests in the setting as there is children from various age ranges in the setting so the author used observation techniques and talking to parents to find out what type of activities children like to do so that the author can develop adult led activities around the children’s interests which will make them more engaged in the setting and want to experience a wide range of activities put into place. Reflective practice is ‘a process by which you: stop and think about your practice, consciously analyse your decision making and draw on theory and relate it to what you do in practice.’ (Physiotherapy, unknown)As a practitioner it is important to reflect on your practice as it can create a higher quality of practice. Reflective practice is an ongoing dynamic process if thinking honestly, deeply and critically about all aspects of professional practice with children and families; it occurs spontaneously as well as in planned reflection. Practitioners use reflective practice to recognise and continue good practice as well as to challenge practices that are taken for granted; to change and improve what is not working well in the setting; to monitor all aspects of practice on an on-going basis and to know how to find out more information and support from others. When a practitioner is reflecting on their practice they should usually follow the reflection cycle â€Å"formally known as the Gibbs cycle† (P, K, K, & H, 2007, p. 228) to show what they need to do â€Å"processing in order to deal with a problem. This type of reflection may take place when we have had time to stand back† (QMU, unknown)from their practice. Practitioners need to reflect on their practice because then they will bring a higher quality practice and better outcomes for children and families; the practitioner will also be aware of and values and beliefs in the setting; they are more likely to challenge other practices; they can make an inclusive environment â€Å"means accommodating, recognizing and meeting the learning needs of all students.† (Jeeves, Unknown). Practitioners also reflect on their practice as it leads to seeking out research, resources and advice and it also promotes collaboration between professionals. When practitioners reflect on their practice there is many ways they can do this. Some of the ways are: keeping reflective journals, go to meetings, talk to a mentor or critical friend, have reflective practice notice boards in the setting, professional learning experiences and action research are just a few ways in which practitioners use to reflect their practice. The author uses reflective journals as a record of thinking of all aspects of their practice. The author uses stories about the practice that she does; she uses meaningful words and drawings she also uses pictures to use as a memory to whether the activity worked well or not and whether to use the activity in the future and a reflective account on what the children involved thought of the activity. When the author does a reflective journal she can also keep an online copy for future reference if she loses the hand written one. When doing reflective practice the author also uses a mentor or critical friend to talk to, as they will be able to challenge the authors practice from another point of view. The mentor or critical friend can be there for advise, a guide, for the author to ask them questions, provide resources and shared rights; also they offer a perspective from a 3rd person angle. This  can be a colleague or someone outside of the workplace and be face-to-face, online or over the phone. Practitioners have the responsibility to maintain a professional relationship with children, families, colleagues and other professionals in a range of settings. When working in an early years setting you will be expected to work with other professionals that may be on the same site as yourself or from the community where they will be required to come into the setting. A practitioner’s main responsibility in a professional relationship varies between children, adults and other professionals. The practitioner must carry out a professional relationship whilst working with the children; to ensure that all the children are treated equally and fairly; although children should be treated equally it is also important to value diversity and understand that children do not have the same individual needs. Keeping consistent boundaries and rules are important in order for the children to become familiar with the rules and for them to develop an understanding of what they are not allowed to do while in the setting. This can be done by ensuring that there is no favouritism shown to a particular child or children. It is also essential that no child is discriminated against while they are under the practitioners care. Practitioners also need to keep a professional relationship with families. â€Å"there are many reasons for doing so, but in terms of building relationships with children this makes a significant difference† (P, K, K, & H, 2007, p. 137) So if there is a problem or worry that a parent may have about their child while in the setting then the family can talk privately with the practitioner and can discuss what they think would be a suitable way to help the child with their worry so that they can resolve the issue as this will also build a trusting relationship. Also this way the practitioner can explain to the child’s family what activities they are doing in the setting and if there are any parent and child sessions being held for them to join in with. Practitioners need to also keep a positive relationship with colleagues and  other professionals in the setting; as they will need to discuss with each other about children’s holistic development and what help the child may need to get them to their expected milestone for their age and stage of development. All practitioners in the setting can learn from each other, if you don’t fully understand how to deal with a situation in the setting , or if you need help with an activity you can watch and learn from other team members and adults; sharing responsibilities, this is a great benefit while working within a team and with other adults as there are a lot of responsibilities working in childcare; sharing the work load, by sharing the work load with adult or team members the day to day running of the setting can go quit smoothly. Practitioners need a positive relationship with multi-agency teams as then practitioners will be able to learn new skills i.e. learn techniques to do if a child has to have massages on their legs due to illness or injury as then they will have been taught from the physiotherapist what to do with the child and how many times during the day in the setting; as this will help the child be more comfortable. By practitioners building positive relationships with multi-agency teams they will be able to build a relationship with them so that they can discuss information on what they think the next steps for the child may be; this can be through social services, physiotherapist or even a speech therapist. Keeping information about children and their families confidential is essential in maintaining professional relationships because; if a child has told you information that may need to be passed on then it may need to be looked into to get to the bottom of what has happened so then the practitioner will only need to pass the information on to the correct member of staff and not tell others that don’t need to know as if this happens then they are breaking the confidentiality policy. â€Å"The nature of our work in school brings us into contact with confidential Information. All those involved with handling information working in, or with school must be able to do so sensibly and with confidence.† (School M. P., 2011) This is because if the practitioner breaks the confidentiality policy it could become a risk for the child and also the child may feel like they cannot trust the  practitioner anymore which then they will not build a positive relationship with the practitio ner and may become withdrawn for the setting. For the practitioner to have positive relationships, they will need to demonstrate and model effective Communication skills, this means that practitioners should consider both how they approach other people and how you respond to them. We are more likely to communicate information to each other if we have positive relationships. Parents and other adults either colleagues or multi agency team workers who come into the school are more likely to give beneficial support if communication is strong and effective. It is also important for pupils that we model effective communication skills. If we ask pupils to behave in a particular way when communicating and then forget to do so ourselves, they will find it harder to understand the boundaries of what is acceptable. Multi professional approach is â€Å"working together to meet the needs of a child /children by Education; Health & Social care.† (M B. , 2011) This is where professional teams from all over come to work with children that need a specific teams help and support for their learning and development. In the Every Child matter 2007 it states that there are two types of multi professional approach which are; Bibliography: Beaver M; Brewster J; Green S; Neaum S; Sheppard H; Tallack J; Walker M. (2008). CACHE level 3 Child Care and Education. London: Nelson Thornes. C, C., & A, R. (unknown, unknown unkown). Sequential transition patterns of preschoolers’ social interaction during child-initiated play. Retrieved April 29, 2014, from science direct: http://www.sciencedirect.com/science/article/pii/S0885200603000036 CACHE. (2010). CACHE Level 3 award in early years and Child Care for play workers 5th edition. Essex: Health and Education. children, A. f. (unknown, unknown unknown). developing effective positive relationships. Retrieved May 13, 2014, from action for children: http://www.actionforchildren.org.uk/policy-research/policy-priorities/developing-effective-professional-relationships Department for Children, S. a. (2009, November unknown). Every Child Matters Change for Children. Retrieved

Herakles Fighting Two Amazon Warriors essays

Herakles Fighting Two Amazon Warriors essays During the time in Ancient Greece, pottery was an important part of life and society. The making and painting of the pottery was a major art in classical Greece. These potters worked as professional craftsmen in family groups and were considered in high esteem in cities like Corinth and Athens. Most researchers say that the children in the family grew up learning the craft of pottery ((1) Online). Through the lifestyle that these Ancient Greeks portrayed, it was only plausible to see the young one of the family being involved at such an early age in turning the wheel of pottery. In Greek Painted Pottery, the author clearly illustrates the process that an individual potter undergoes in order to create an art form. First the potter would dig his clay locally, next he would wash it, meaning that he would mix it with water, then the clay would be kneaded, and after that process it would be ready to be set on the potters wheel, and each distinct form had a name and a specific function in Greek society and ceremonial. (Cook 242). Additionally, in the 6th century, Attic potters introduced black-figure ware. They painted black forms covered the red clay pots, with detail rendered by incising through the black. White and reddish-purple were added for skin and garments. Depictions of processions and chariots continued; animals and hybrid beasts were also shown, at times surrounded by geometric or vegetal motifs. Decorations on the vessels were always well integrated with the vessel shapes, and the iconography of Greek mythology can be identified. The decoration stressed humans far more than animals. Favorite themes included people and gods at work, battle, and banquet; weddings and other ceremonies; and woman at play or dressing. In some cases, events or heroes were labeled ((4) Online). Mythological and literary scenes became more frequent. Potters and painters names and styles were identified, even when ...

50 Musical Terms Used in Nonmusical Senses

50 Musical Terms Used in Nonmusical Senses 50 Musical Terms Used in Nonmusical Senses 50 Musical Terms Used in Nonmusical Senses By Mark Nichol Have you noticed how many terms for musical phenomena have been adopted into general discourse? Sometimes it’s difficult to determine whether the musical term was later associated with a general definition, or whether the general usage came first, but take note of these musically derived or related words: 1. Ad lib (from ad libitum): an improvisation 2. Baroque: elaborate, extravagant, and/or flamboyant 3. Beat: a brief measure or pause 4. Cadence: a sequence or measure of rhythm 5. Choir: a group of people sharing beliefs or values (â€Å"preaching to the choir†) 6. Chord: the target of a stimulus (â€Å"strike a chord†) 7. Chorus: a unified response (â€Å"a chorus of approval†) 8. Coda: a conclusion 9. Conductor: someone who organizes an enterprise or scheme 10. Crescendo: a high point 11. Cue: a signal to start or do something or cause it to happen 12. Downbeat: pessimistic 13. Duet: an action undertaken by a union of two people 14. Encore: an additional performance or achievement 15. Ensemble: a group in which no one person stands out 16. Falsetto: an unnaturally high voice 17. Fanfare: celebratory attention 18. Finale: a concluding performance or act 19. Gig: a job or assignment 20. Impromptu: spontaneous, improvised 21. Interlude: a planned interruption or intervening period 22. Leitmotif: a recurring overarching idea 23. Maestro: an accomplished person 24. Medley: a series or other collection of ingredients or actions 25. Opera: extended to â€Å"soap opera,† the slang term for domestic radio and later television dramas (so called because detergent manufacturers often sponsored these programs aimed at homemakers) and â€Å"horse opera,† another name for westerns (plural of opus) 26. Opus: a major work 27. Orchestrate: to organize strategically, with a possible connotation of conniving or conspiracy 28. Overtone: a suggestion or connotation 29. Overture: an invitation or act of persuasion 30. Pitch: the nature of a sound based on its frequency, or a degree of interest (â€Å"fever pitch†) 31. Prelude: a preliminary to a main action 32. Prologue: an introduction 33. Reprise: a repeated performance 34. Requiem: a composition in any medium to honor the dead or a failed effort 35. Resonance: an evocation of feeling or sense 36. Rhapsodic: any overwrought or elaborate creative effort or speech (â€Å"waxing rhapsodic†) 37. Riff: a verbal performance, especially as in a fast and furious routine by a stand-up comedian; also refers to a brief witticism or to a variation, synonymous with the informal noun take 38. Rock: to be very impressive or pleasing (â€Å"That rocks!†), to inspire excitement (â€Å"The band rocked the concert hall†), or to flaunt an ostentatious style of clothing or coiffure (â€Å"She rocked her new boots†) 39. Serenade: an effort to persuade 40. Solo: alone 41. Staccato: a suggestion of speed rather than simply detached sounds (â€Å"staccato bursts of gunfire†) 42. Suite: a collection or set 43. Tempo: speed or rate 44. Theme: subject or style 45. Timbre: the distinguishing quality of a voice 46. Tone: the quality of expression in writing or speaking as well, and the quality of a physical form 47. Unison: agreement or union 48. Upbeat: optimistic 49. Virtuoso: one particularly skilled in an endeavor 50. Waltz: to move in a bold, confident, or lively manner (â€Å"She triumphantly waltzed into the room†) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Mostly Small But Expressive InterjectionsDisappointed + PrepositionTypes of Ignorance

Mentally Disordered Suspects, Defendants and Offenders Essay

Mentally Disordered Suspects, Defendants and Offenders - Essay Example As per Bibby v Chief Constable of Essex the court determined that the Constable could arrest a person who could commit an act of violence or could breach the peace (Jerrard, 2000). Under Section 136 of the Mental Health Act a police officer can detain a person who is considered to be mentally disordered. The police officer can remove the person from a public place (such as in this case) and take them to a â€Å"place of safety† including a police station or a psychiatric hospital ward. Further assessment can take place in these places in order to implement treatment under Section 2 or Section 3 of the Mental Health Act (Legislation Government of United Kingdom, 2012 a). b) Discuss police obligations in relation to vulnerable detainees, and with reference to research findings, evaluate the possibility of appropriate intervention being made in Wayne’s case. The police are under obligation of Section 136 of the Mental Health Act to go for an assessment as soon as the perso n is at a â€Å"place of safety† which could be either the police station or a psychiatric hospital ward. The assessment is carried out by two doctors, typically a general practitioner (GP) and a psychiatrist as well as an Approved Mental Health Professional (AMHP) such that at least one doctor is a Section 12 approved doctor. The subject assessment may recommend treatment under Section 2 or Section 3 but given the current circumstances the possibility of Section 2 based treatment is high. Section 2 recommends detained treatment for patients who need to be monitored during treatment. Since Wayne has left the treatment system once before so Section 2 is more appropriate1 for ensuring that Wayne undergoes the entire treatment procedure. c) Critically assess the opportunities for diversion at this stage of the criminal justice process. The policemen attending the call for a â€Å"drunken homeless person† would have no idea of Wayne’s background unless he is brought to the station for identification. If careful attention is not paid to Wayne’s background as suffering from schizophrenia, there are chances that he would be prosecuted for breach of peace. This would preclude any chances of mental health assessment and would force Wayne into prison for his actions (though this may not be necessary). The eventual consequence of this approach would be that Wayne would be released back into society again without any changes to his persona. The brush with the criminal justice system may make Wayne more violent and thus a greater danger to public safety. Since Wayne is not involved in a serious crime so there are chances that police in more busy precincts may not adopt the complete procedure for mental health assessment. d) What after care provision should be available for Wayne when he is discharged from hospital? And is there any evidence to suggest that this will prevent the recurrence of these events? The Mental Health Act does not provide f or community intervention and when it does it is only weakly applicable. The real measure of after care provided by the community is â€Å"guardianship† that mandates that the patient will reside at a particular address, will attend a specific clinic regularly and may attend designated workplaces or educational institutions. However, all of this information must be tabulated and followed up after the patient is discharged from the hospital and such follow-up cannot be enforced onto the patient. Section 117 provides that patients who are