Ancient Celtics essays

Ancient Celtics essays The Celtic peoples existence can be traced over more than twenty-five centuries. Celts occupied vast lands currently known as Eastern Europe, Greece, Northern Italy, Western Europe, Wales, Scotland and Ireland. By about 500 BC, the Celts had spread to France, Portugal, Spain, the British Isles, and Northern Italy. The history and literature of the non-literate culture was preserved through spoken tradition. The texts left by classical authors were the only written records of their civilization, the first of which appeared in 500 BC. These accounts, inaccurate as they may be, show that the Celts came into cultural contact, and sometimes competition, with the Romans and the Greeks. The Celts impressed the Greeks and Romans not only with their bold dress but also with their powerful appearance, particularly their tall stature. Ancient observers generally characterized them as people with fair hair, usually red or blonde, and light complexions. Most Celtic ladies usually towered over the average Roman citizen. Celtic women, upon maturing, caught on to braided hair, and colorful embroidered dresses were very popular. Plaids and wrapped woven cloaks were popular for women and men, and gold and silver toques, arm rills and rings decorated rich Celts. Gaelic men most likely spiked their hair and bleached it to a light blonde with chalky water, and had long beards, while the Bretons and Picts had blue tattoos on their arms and faces. Celtic art originated with sculpture making and carving and metal work. Coptic Christian Manuscripts later introduced knot works to Celtic art. It wasnt until the 15th century that the spinning wheel was invented. Before the spinning wheel was invented the only way was to use a distaff and spindle. The left hand held the distaff while the spindle was held in the right hand. Celts spun both wool and flax. Women always carried out the craft of spinning. To be...

Australian Migration Law and Practice

Sukhon Chaiprasit is a legal immigrant to Australia. She holds a valid visa that is due to expire within a period of one month and twenty days. However, as a result of new unforeseen developments, it is likely that she shall be required to extend her stay in Australia for a further period of six (6) months for reasons to be disclosed herein below. The submissions below are made to the Minister for Immigration and Border Protection on behalf of Sukhon Chaiprasit seeking a waiver of condition 8503 that was imposed on her Visitor Visa (Tourist Stream) Subclass 600 so as to allow her to apply for a Class UB Medical Treatment visa, subclass 602. The relevant facts to the application for waiver are as articulated below: The Applicant (Sukhon Chaiprasit) is a citizen of Thailand. She arrived in Australia two months ago on a visitor visa (tourist stream) Class FA, Subclass 600. This class of visa has conditions 8101, 8201, 8501 and 8503 imposed on it. Seven days ago, Sukhon Chaiprasit was attacked by an assailant and suffered a concussion. Upon treatment, her doctors prepared a report strongly r mending that she should not travel for a further six (6) months period. Further, she is required to visit the hospital every two (2) days for check-up- the medical expenses in this respect are covered by the Crimes pensation Tribunal. In addition, Sukhon’s assailant has been apprehended and consequently, she is required as a key witness in the case against the assailant. However, her visa was issued two months and twenty days ago with a permitted stay period of three months from the date of Sukhon’s arrival. Therefore, having been in Australia for two months, the remaining stay period is one month. This period is clearly insufficient considering the fact that she will be required to stay for six months and it is untold what period the case against her assailant is likely to take. In light of the above circumstances, these submissions are made on Sukhon’s behalf to have condition 8503 (which imposes a â€Å"No Further Stay† ultimatum) waived to allow her to apply for a Class UB Medical Treatment visa, subclass 602.   Having briefly stated the facts above, the issue at hand is whether the circumstances arising above are sufficient to allow the waiver of the No Further Stay condition. The applicant acknowledges that she freely and knowingly[1] conceded to the imposition of condition 8503 whose effect is to bar her from applying for any other visa except under exceptional circumstances. The law makes clear provision for the waiver of the no further stay conditions. The purpose of the submissions herein shall be to demonstrate that Sukhon’s circumstances indeed entitle her to the waiver within the parameters allowed by the law. Reference is made to the Migration Regulations of 1994 which provide for the conditions to be fulfilled before condition 8503 is waived.[2] These conditions are: That subsequently after grant of the visa, pelling and passionate circumstances have arisen; It must be demonstrated that the above circumstances are present before Sukhon can be granted the waiver sought for. At this point, it is necessary to appreciate the fact that though Sukhon has expressed   interest in the male nurse, any intentions to establish a relationship with him will not be of any equilibrium to the Minister’s decision making process because that factor will not be considered as a circumstance â€Å"beyond the applicant’s control.† It is hereby submitted that there exists strong conviction that Sukhon’s circumstances have satisfied the prerequisite conditions for the grant of a waiver of condition 8503 as analyzed below: As Sukhon narrated and as supported by the attached medical report, Sukhon was recently attacked by an assailant who left here with a concussion. Further, upon treatment, it has b e apparent that Sukhon is not medically fit to travel for a further period of six (6) months. In addition, Sukhon has been called as a witness in the case against her assailant. With her stay period expiring in a month’s time, Sukhon will inevitably be required to stay longer than initially contemplated. Taking into account her medical condition, and the fact that she is undergoing treatment, it will not be in her best interest to leave the state merely because her visa validity period would have e to an end. This is therefore a pelling and also a passionate circumstance that will necessitate the waiver of the limiting condition and allow her to apply for the Class UB Medical Treatment visa, subclass 602. The act of being attacked while returning from a dinner in Melbourne’s CBD was totally beyond Sukhon’s control, if at all. It would be a fallacy to even contemplate that she would have knowingly exposed herself to the attack which caused her a concussion. Therefore, she was merely a victim of violence which any visitor to Australia should not be subjected to; and should not be made to suffer consequences thereof. It is submitted that as a result of the attack, there has arisen a major change in Sukhon circumstances that necessitate the intended further stay in Australia. As the doctors’ report indicates, Sukhon is not medically fit to travel for at least a period of six months and she is required to visit the doctors every two days for medical check-up. Further, she is required to appear in court as a witness to the case against her assailant. Therefore, it is argued that these are clear major changes in Sukhon’s circumstances which necessitate her further stay for the medically r mended period of six months.   From the submissions herein above, it has been explained how Sukhon arrived in Australia under a visitor visa (tourist stream) with, inter alia, condition 8503. It is further illustrated how she was attacked by an assailant; an attack which, according to the doctors, has rendered her to be medically not fit to travel for at least the next six months. In addition, she has been required to be a witness in the case against her assailant, though it has not been stated when the case is likely to begin. It has been argued in the preceding paragraphs that the circumstances Sukhon is in do satisfy the conditions for waiver of condition 8503 because they are pelling, passionate, beyond the control of Sukhon and they have changed Sukhon’s circumstances substantially.   It is humbly submitted that the Minister ought to take into consideration the best interest of the applicant whose medical condition may expose her health to further deterioration. Further, for the interest of justice, Sukhon deserves a chance to see to it that her assailant faces the law. Denying her this opportunity will be tantamount to an injustice on her. In light of the above-stated circumstances, these submissions are made on behalf of Sukhon for the Minister to waive condition 8503 to allow her to apply for a Class UB Medical Treatment visa, subclass 602. This question interrogates why the further visa application was invalid and whether Sukhon is subject to section 48 of the Migration Act, 1958. Condition 8503 limits the circumstances under which one can extend his/her stay in Australia beyond the allowed period of time.[3] An applicant seeking to extend their stay must first make a formal application to the Department of Immigration and Border Protection vide Form 1447[4] or by writing seeking a waiver of the condition, provided that the conditions for waiver as per Regulation 2.05(4) of the Migration Regulations of 1994 are met.[5] Therefore, by failing to make the application for the waiver and subject to the application being accepted, Sukhon’s application for another visa was invalid because condition 8503 was still operational in her visa.   Summarily, section 48 applies to non-citizens in the migration zone who, inter alia, do not hold a substantive visa, their visa application has been refused (other than an application for a bridging visa) or cancelled and have been removed from Australia and subsequently returns under Section 42(2A)(d) or (e).[6] A substantive visa as defined under the Act means a visa that is not a bridging visa, a criminal justice visa or an enforcement visa.[7] The current visitor visa held by Sukhon, which is still valid, is a substantive visa within the meaning of the Act. Without examining the other provisions of the Act, the fact that Sukhon’s visa is a substantive visa in itself means that section 48 is inapplicable to her because of the use of the conjunctive â€Å"and† in subsection 1 which makes it mandatory for all the conditions stated therein to be existent before the section can apply. Further, subsection 2 does not also apply Sukhon has not been removed from the migration zone.   Migration agents are governed by a Code of Conduct as set out in the Migration Act 1958 under.[8] Further, Regulation 8 Schedule 2 of the Migration Agents Regulations (1998) provides substantively the provisions that agents are required to observe during the discharge of the matters for which they have been licensed.[9] For Sukhon’s case, the potential breaches the former agent would have mitted, in the absence of actual facts, can only be speculated by taking into consideration the existing circumstances. For instance, paragraph 2.3, as read with paragraph 2.5, requires an agent to act with professionalism and reflect sound knowledge of the provisions of the Act.[10] Therefore, the agent ought to have known that Sukhon’s visitor visa had condition 8503 imposed on it and should have advised her that her application for any other visa would not be acceptable unless she successfully applied for a waiver of the condition first. Paragraph 2.6 of the regulations expects an agent to access the client’s request and to be candid/frank about the prospects of success of the client’s application for visa.[11] Again, the agent must have failed to observe this regulation and proceeded to lead Sukhon on to make the application that turned out to be unsuccessful. Under paragraph 2.9, an agent is required to refrain from making statements in support of an application that are misleading.[12] Being a qualified agent, it can only be assumed that the agent was fully aware of condition 8503 on Sukhon’s visa. Therefore, by trying to make another application for a visitor’s visa, it can only be presumed that the agent knowingly made the application for the visa knowing the same to be inaccurate. For these breaches, the client (Sukhon) has a right to make a plaint to the Migration Agents Registration Authority. Therefore, the agent failed to have due regard to the fact that Sukhon depended on the agent’s knowledge and experience as provided under paragraph 2.4.[13]   Anon, (2016). [Online] Available at: https://www.border.gov.au/Forms/Documents/1447.pdf [Accessed 18 Jul. 2016]. Australian Visa News. (2013). â€Å"No Further Stay† conditions on Australian visas: can they be removed (â€Å"waived†)? [Online] Available at: https://australianvisanews /2013/02/16/no-further-stay-conditions-on-australian-visas-can-they-be-removed-waived/ [Accessed 19 Jul. 2016]. Mara.gov.au. (2016). Code of conduct - Office of the Migration Agents Registration Authority. [Online] Available at: https://www.mara.gov.au/b ing-an-agent/professional-standards-and-obligations/code-of-conduct/ [Accessed 18 Jul. 2016]. Migration Agents Regulations (1998) (cth) Ogawa, M., 2009. Hypothetical: potential problems of a student visa. Bond L. Rev., 21, p.i. Vrachnas, J., Bagaric, M., Dimopoulos, P. and Pathinayake, A., 2011. Migration and refugee law: Principles and practice in Australia. Cambridge University Press. Zhao, L. and Kondoh, K., 2007. Temporary and permanent immigration under unionization. Review of Development Economics, 11(2), pp.346-358.

Exporting goods via airfreight Essay Example | Topics and Well Written Essays - 500 words

Exporting goods via airfreight - Essay Example The higher of the two rates is the class rate, which is the standard rate for all commodities moving from one destination to another. On the other hand is the commodity rate, sometimes referred to as a special rate because shippers receive it from carriers as a reward for either large-quality shipment or regular use. Recently, another rate known as a contract or negotiated rate has emerged. This rate is favorable to small businesses, which do not have the shipping volume required for the above two rates. Under contract rates, a carrier and shipper negotiate a rate for a specific service where the two parties finalize the terms of the service, rate and other variables in a contract. Exporting goods by means of airfreight has a substantial effect on international business. A range of cost components may reduce the high cost of goods associated with airfreight. Cost components refer to groupings of cost elements such as process costs, direct labor, materials among others. Different users define these cost components to match needs in their organizations. In other words, cost components vary from one location to another. People also select cost components as containing variable (proportional) and/or fixed costs (Sedgley & Jackiw, 2007). These cost components include inventory-holding costs, infrastructure costs, theft and damage costs, congestion costs and Speed and time costs. The business dictionary defines inventory cost as the cost that one incurs by holding goods in stock. This cost includes depreciation, warehousing, insurance, capital, taxation, shrinkage and obsolescence cost. It is usually expressed as a percentage of the inventory value, which is the determination of the cost of inventory that has not been sold at the ending of an accounting period. As one holds goods, their value may depreciate leading to losses. He would also be paying for their storage in a warehouse. The goods also need to be insured

Building Background and Comprehensible Input Essay

Building Background and Comprehensible Input - Essay Example It is important to acknowledge that teachers must meet the needs of English learners while addressing the needs of the mainstream student. This is quite a task but one that is possible to tackle. This lecture will address strategies that are essential for English learners to acquire content knowledge and improve academic language proficiency but these strategies will be beneficial to all learners. The lessons: Building Background and Comprehensible Input are both very good tools for teaching students especially those who are at the "maturing" stage. However, as both are being asked to be rated, the verdicts are as of follows: Comprehensible Input lesson received a 95% while Building Backgrounds received 100%. Now, as for the explanations; taking into consideration all the aspects of teaching and learning, the first topic which was Building Backgrounds received the perfect score because it is the root of all the teaching and learning process that transfer from one teacher to the student. Without this, all the effort that the professor gives out will be futile. Building Backgrounds is what its title says; making a sturdy base for the learning of the students. As the description goes, it is important for teachers to consciously incorporate techniques for students to acquire content knowledge and vocabulary content simultaneously. The Comprehensible Input or what you call the dig estive system of the mind is the result of a very good lesson planning. A very well thought-of lesson will stay in the minds of the students for a very long time and it may possibly be their pushing force of the thing that drives them most. It may be hard at first but thinking of lesson plans is actually easy if professors include the students in thinking up ideas for the lesson plan. With this, the students will be able to participate in the decision-making of their classes and thus, be motivated in studying and listening more to the studies because they are the ones who have thought of it in the first place. The Comprehensible Input on the other hand, is solely based on the process of Building Backgrounds. The students will not simply absorb the lessons if the structure of the topic is not attractive and barely retainable in the minds or the students. What is needed here is that the lessons should be highly retainable in terms that the students will remember it for the longest time and that it will be embedded in their minds and will be used for their future. Now, that is the purpose why students are being placed in an institution called, schools and universities. So that in times when the parents can no longer support the growing years of their children, the schools will be there to maintain the foundation that was set up by the family. So in other words, the school becomes the second home of the children. As for the effectiveness of each lesson, it has been established in the previous paragraphs the importance and the uses of the said lessons. However, as have been discussed, only one lesson

Modern Changes in International Equity Markets Essay -- essays papers

Modern Changes in International Equity Markets Few things, you might think, are as enduring as a national stock exchange. From pillared entrance to pulsating floor, they display an institutional solidarity that can surely defy forces for change. And yet most of the world’s bourses are now in turmoil, as they scrabble to be seen making alliances or mergers, to fend off electronic competitors, or simply to survive. Even New York, the biggest of the lot, is worried: while London, the biggest in Europe, seems to lurch from one misstep to another. (The Economist, 17th June 2000). These missteps have come about from a number of structural changes that have, and are still occurring within national, and global economic environments. A major change is with mergers of many equity and derivative markets, Switzerland 1993, Germany 1994, Netherlands, Finland, France and Austria in 1997. (Bank Of England, 1999). This and other changes such as cross member ship agreements and new parallel links between exchanges, have, and still ar e creating and manipulating the international markets. The essay will then explain why these changes have occurred, looking in depth at technology advances, technology and scale of economies, technology and competition, cross border investment, globalisation and new role taken by finical intermediaries, providing specific examples of these changes seen with current examples. The essay will conclude with a brief summary of what the larger markets are doing to combat this changes. There have been two major structural changes in markets over the past decades. The first of which is the mergers between equity and derivative exchanges within countries and secondly the new types of links, created by technological advances between exchanges. Firstly mergers between equity and derivative markets like the aforementioned Swiss, German, French, Netherlands, Finnish and Austrian markets. It also should be noted other links now exist, or soon will, like the Hong Kong Stock Exchange and the Hong Kong Futures Exchange, and between the Australian Stock Exchange and the Sydney Futures Exchange. Also there are new platforms being formed, especially within Europe, which provide a parallel link between exchanges that list similar products. This is seen with Sweden’s OM/OMLx and Norway’s Oslo Stock exchange developed a shared trading-platform for eq... ...ank of New York, vol 5, July, pp9-28 Chelley-Steely, P. L. (2000). â€Å"Interdependence of international equity market volatility†, Applied Economics, vol. 7, May, pp. 341-346 Clementi, D. (2001). â€Å"Current threats to global financial stability†: a European view’ Bank of England. Quarterly Bulletin, vol. 41, spring, pp.129-176 Kosterlitz, J. (2000). â€Å"Levvitt to markets†: Adapt or suffer’ National Journal, vol 32, February, pp.531-534 Millner, B. (2000). â€Å"NASDAQ north†, Barron’s, vol. 80, July, pp. 25-29 Rafferty, M., (2000). â€Å"Finical Markets in Transition†: Globalisation, Investment and Economic Growth’, Journal of International Business Studies, Vol. 31, First Quarter, pp. 193-197 The Economist. (2000). â€Å"Running into trouble†, 17th June, pp. 87 The Economist. (2000). â€Å"Stock Exchanges†: The battle for efficient markets’. 17th June, pp. 80-82 The Economist. (2000). â€Å"Tomorrow’s Stock markets†, 17th June, pp.17-18 Viney, C. (2000) Financial Institutions, Instruments and Markets, Roseville N.S.W., McGraw-Hill Williamson, C., (1999). â€Å"Structural Changes in exchange†: traded markets’, Bank of England. Quarterly Bulletin. Vol. 39, May, pp. 202-208 Modern Changes in International Equity Markets Essay -- essays papers Modern Changes in International Equity Markets Few things, you might think, are as enduring as a national stock exchange. From pillared entrance to pulsating floor, they display an institutional solidarity that can surely defy forces for change. And yet most of the world’s bourses are now in turmoil, as they scrabble to be seen making alliances or mergers, to fend off electronic competitors, or simply to survive. Even New York, the biggest of the lot, is worried: while London, the biggest in Europe, seems to lurch from one misstep to another. (The Economist, 17th June 2000). These missteps have come about from a number of structural changes that have, and are still occurring within national, and global economic environments. A major change is with mergers of many equity and derivative markets, Switzerland 1993, Germany 1994, Netherlands, Finland, France and Austria in 1997. (Bank Of England, 1999). This and other changes such as cross member ship agreements and new parallel links between exchanges, have, and still ar e creating and manipulating the international markets. The essay will then explain why these changes have occurred, looking in depth at technology advances, technology and scale of economies, technology and competition, cross border investment, globalisation and new role taken by finical intermediaries, providing specific examples of these changes seen with current examples. The essay will conclude with a brief summary of what the larger markets are doing to combat this changes. There have been two major structural changes in markets over the past decades. The first of which is the mergers between equity and derivative exchanges within countries and secondly the new types of links, created by technological advances between exchanges. Firstly mergers between equity and derivative markets like the aforementioned Swiss, German, French, Netherlands, Finnish and Austrian markets. It also should be noted other links now exist, or soon will, like the Hong Kong Stock Exchange and the Hong Kong Futures Exchange, and between the Australian Stock Exchange and the Sydney Futures Exchange. Also there are new platforms being formed, especially within Europe, which provide a parallel link between exchanges that list similar products. This is seen with Sweden’s OM/OMLx and Norway’s Oslo Stock exchange developed a shared trading-platform for eq... ...ank of New York, vol 5, July, pp9-28 Chelley-Steely, P. L. (2000). â€Å"Interdependence of international equity market volatility†, Applied Economics, vol. 7, May, pp. 341-346 Clementi, D. (2001). â€Å"Current threats to global financial stability†: a European view’ Bank of England. Quarterly Bulletin, vol. 41, spring, pp.129-176 Kosterlitz, J. (2000). â€Å"Levvitt to markets†: Adapt or suffer’ National Journal, vol 32, February, pp.531-534 Millner, B. (2000). â€Å"NASDAQ north†, Barron’s, vol. 80, July, pp. 25-29 Rafferty, M., (2000). â€Å"Finical Markets in Transition†: Globalisation, Investment and Economic Growth’, Journal of International Business Studies, Vol. 31, First Quarter, pp. 193-197 The Economist. (2000). â€Å"Running into trouble†, 17th June, pp. 87 The Economist. (2000). â€Å"Stock Exchanges†: The battle for efficient markets’. 17th June, pp. 80-82 The Economist. (2000). â€Å"Tomorrow’s Stock markets†, 17th June, pp.17-18 Viney, C. (2000) Financial Institutions, Instruments and Markets, Roseville N.S.W., McGraw-Hill Williamson, C., (1999). â€Å"Structural Changes in exchange†: traded markets’, Bank of England. Quarterly Bulletin. Vol. 39, May, pp. 202-208

Learning and Supporting Teaching in Schools

Certificate Supporting Teaching and Learning in Schools (501/0418/4) Unit 1: Schools as Organisations (T/601/3325) 1. 1 Identify the main types of state and independent schools. The main types of state and independent schools are as follows: * Specialist schools * Academies * City technology colleges * Community and foundation special schools * Faith schools * Maintained boarding schools * Free schools 1. 2 Describe the different characteristics of the different types of schools in relation to educational stages and school governanceThe Key stages are as follows in comprehensive and free schools: * Foundation stage – Normally this is for pupils in reception year, nursery or play group * KS1 – Years 1 to 3 * KS2 – Years 4 to 6 * KS3 – Years 7 to 9 * KS4 – Years 10 to 11 (GCSE’s and/or other equivalent Qualifications are taken in this Key Stage) * KS5 – Year 12 to 13 (A Levels and/or other equivalent Qualifications are taken in this Key Stage) Although standards schools follow this key stage structure, Special schools will run these key stages adapted to the pupils needs i. . a school for learning and physical disabilities may need extra support and resources to ensure that their pupils are achieving the national curriculum standards set for students with learning and/or physical disabilities. The role of the Board of Governors is to run the school. This would include the following: * School Finances and Budgets* Staffing * The School’s Curriculum * Managing School Inspections * To uphold national standards in education Depending on the type of school, depends on the way in which the board of governors operate i. e. or learning and physical disability schools, the board of governors may invest in certain resources to maximise the pupil’s educational potential. Most state schools are funded by the government where as private and independent schools are funded by parents, local funding or charitable inc ome. If the school is a managed school then the local authority employs the schools staff but for private schools and academies it is the school that employs their staff. Managed schools get their pupils from their local catchment areas, the community or school open days.Private or specialised schools may get their students from the local community but may also have an open day or referrals from other educational establishments. Below I have chosen three different types of schools and I will also explain their admissions policy and the age of the children. Grammar Schools Admissions policies – Grammar school admissions policies are normally set by the local council. All applications initially must go through the local council. Also with grammar schools, there is often a test in which a child has to take and pass in order to be accepted into the school.This is due to the fact that grammar school children are highly educated. Age of pupils/students – pupils are normally enter into grammar school at the age of 10/11. They will be working on key stage 4 when entering the school. On the fourth year of school, pupils go on to key stage 5 working on GCSE’s and NVQ’s. In some cases, pupils in grammar schools may take their A Levels early or higher qualification. Pupils in grammar school now leave at the age of 17. Montessori schools Admissions Policy – in Montessori schools the children are interviewed by a teacher to make sure that they fit in with the ethos of the school.A payment is needed from parents in order for children to attend the school. An educational or psychological assessment is needed by the school in order for the child to be admitted. Montessori schools do not admit children midterm unless they are transferring from another Montessori school. Age of pupils/students – In Montessori schools, they admit children from 18 months up to 18 years old. Montessori schools have a holistic method of educating children so that they express freedom and self discipline. Steiner schools Admissions policy – The admissions policy is pretty much the same as a Montessori School.Age of pupils/students – In Steiner Schools, the age of children is from 3 years old to 16. Like a Montessori school, a Steiner schools tackle educating in a holistic manner in order to develop the whole child. Not just educational. 2. 1 Describe roles and responsibilities of staff related to the school Below are 4 Roles within a school and their responsibilities: * Teacher – To plan, deliver and evaluate lessons, to encourage pupils with their learning development, Make learning as fun as possible, create reports on pupils learning to parents and be a role model for pupils. Lunchtime Supervisor – Help set up dining areas, Supervise pupils with toileting and hand washing, resolve and report conflict and encourage independence at mealtimes. * Clerical Staff – To keep the school running smoothly by d irection of the Head Teacher, maintain and report attendance records, Perform administrative duties which may include writing letters to parents by direction of teachers and head teacher. * School Librarian – Plan and oversee the management of the library, Ensure an equality of opportunity for all staff and pupils, Complete reports to/ and inform the governing body of stock and library resources.Also another role within a school is a Teacher’s Assistant. To reflect his or her role within the school I have written a day in the life of a Teacher’s Assistant. 8. 15am  My day starts as soon as I get to school, when the class teacher, who I work alongside, outlines the plan for the day ahead and I help to set up the activities. 8. 55am  The day begins for the children. As they wait with their parents and carers in the playground, I approach the gate and greet the children as the bell rings. I briefly chat with a few parents as they pass on messages, help children take their coats off in the cloakroom and follow them into the classroom.As the teacher takes the register I check the ‘Home-school communication books’ for any other messages. 9. 05am  The first activity for today is PE and today will be the first time that the children have taken part in PE in our main hall! Surprisingly the children are quite quick at getting changed into their gym kits. Today we practise moving in and out of spaces in different ways – jogging, marching, large strides and small footsteps. 10. 25am  It’s playtime and time to get coats on and join the rest of the infants in the playground.While the children are out at play I prepare their morning snack. 10. 40am  In from play and it’s time for hand washing, then fruit and milk. After this it’s activity time and the children choose from a range of activities both inside and outside. Today I’m inside making teddy bear puppets, encouraging the children to stick a corresponding number of buttons onto their bear. Midday  It’s lunchtime and we take the children into the dinner hall to be greeted by their lunchtime supervisors. I pop back to the staffroom and have my lunch and chat with other members of staff.Then it’s time to set up for the afternoon activities. 1pm  The children come in from lunch. Time for a quick register and this afternoon I support children building train tracks, investigating in the sand and experimenting with drawing and writing – a busy hive of activity, and lots of observational assessment! 2pm  Playtime again and this time I’m on duty supervising the children with another member of staff. 2. 20pm  Time for a few more bears and buttons with those who are keen and once these are done I join in with some children who are doing some jigsaw puzzles.Today, I have a breakthrough – a child who has been reluctant to talk and has been communicating through gestures, actually initiates a conversation with me! 3. 20pm  Home time for the children as we look out for the children’s parents and carers, and send them off happily! Once the children have all been collected it’s time for a final tidy up and discussion with the class teacher about the day’s events. 3. 45pm  Time for me to go off home, too! 2. 2 Describe the roles of external professionals who may work with the school For this section I have created two â€Å"A day in the life of†¦.. journals to describe what the role is of an external professional within the school The first role I have chosen to talk about is a Peripatetic Music Teacher. 09:30 am I arrive at the school and sign in at the school reception desk. I am then shown by the music head of department to the room in which I will be teaching. Whilst walking to my designated room, myself and the department head discuss what the needs and aims are of the pupils that I will be teaching today. 10am My first pupil arrives. At first the pupil and I discuss what we are going to be teaching her over the next 45 minutes.Also we talk about if there are any issues or questions she may have with learning the flute. There are no issues so we continue on with the lesson. 10:15am I start to teach my pupil on how to play the flute and to work through some theory activities as my pupil is going for her grade 3 flute exams next week. 10:45am After a great lesson with my first pupil, she leaves to go back to her academic class. I write up an evaluation of what my pupil has learnt and things for improvement. This evaluation will be spoken about at the end of the day with the department head. 1am My second pupil arrives and we do exactly what we did for my first pupil between 10 am and 11 am. My second student is also going for his grade 3 exams in playing the flute as well. I also write an evaluation on the lesson which will also be discussed with the head of department. 12am I break for lunch for an hour. I photocopy the two evaluations that I have written up this morning and left them on the department head’s desk. From 1pm to 2pm and 2pm to 3pm, I teach one pupil at a time and discuss their flute exams. 3pm I meet with the department head to discuss the 4 pupils’ progress and needs.Today was very good as they are all making brilliant progress and are all ready for their exams. 3. 30pm It is now home time for me so I go to the room I was assigned and clear up. Off I go and I felt today was a really productive day. The next professional I will write about is a Road Crossing Patrol. 7. 45am I arrive at the crossing area where I am assigned. I walk down the road and turn on the school crossing warning lights. Whilst I am turning on the crossing patrol lights, I check to see if there are any dangers when helping to cross the road with children and parents.There are no dangers so I return to the crossing place. 8am I put on my uniform overcoat and hat and help parents and children cro ss the road with my stop sign remaining friendly at all times. 9. 30am All the school children are in school now so I turn off the crossing patrol lights and head off home. 2. 45pm I arrive back at my crossing patrol and switch on the crossing patrol lights. Again I check for dangers in the area. There are no dangers so I return to my post. I wait for the school children and parents to help them cross the road with my stop sign remaining friendly at all times. . 30pm It is my home time now so I turn off the school crossing patrol lights and head off home. 3. 1, 3. 2 and 3. 3 Aim and Objectives How are aims and values decided? Aims and values are decided through consultation to the stakeholders for the school. Stake holders can include the following: * Governors * Head teacher * Parents * School staff * Children * The local community How are aims and values communicated? Aims and values can be communicated to anyone involved in the school by using the following: * Letters to parents *Displays within the school On the schools website or the internet * Presented within meetings An aim is the context within which schools must develop their own education. A value is a common set of values underpinning the curriculum and the work of schools. E. g. Caring, Confidence building, creative, Contribution and community. The School can do lots of things to show/demonstrate its values or aims: Some examples of which are shown below. Values * Value everyone as an individual – We listen to everyone and let them have their say through circle time activities, show and sell and through the schools council.Understanding of staying safe and being healthy – Get speakers from outside agencies (Such as the police), Visits to Streetwise, Life Education Bus, through circle time activities and PSHE (SEAL) lessons, Training for staff, have a healthy eating policy and healthy snack times. * Provide a learning environment appropriate to the individual – Differentiation in planning and activities, Different learning styles or catered for (e. g. Visual, Auditory or Kinaesthetic), SEN pupils are identified and supported and support staff used and brought in if required. To value every child’s contribution – Recognising pupils input on activities, rewarding pupils for their contributions, award evenings for pupils who have made significant contributions, * To develop a caring attitude towards others – Pupils and school staff alike to respect each other, teachers to identify pupils with SEN and to give them extra time to complete an activity where needed, school staff to be a good role model for pupils. * For pupils and staff to have a positive approach to leaning – eachers to make an activity as fun as possible, the school will be attractive to the outside and to promote fun creativity within the classroom, promote educational independence to pupils. 4.1 Identify the laws and codes of practice affecting work in schools Belo w are some of the laws and codes of practice that are affected by schools: * Disability Discrimination Act 1995 * The National Curriculum (a statutory document, published in 1999) * The Children Act 1989/2004/2006 * Every Child Matters * Special Educational Needs and Disability Act 2001 * Education Act 1996 4. Describe how laws and codes of practice promote pupil wellbeing and achievement Data Protection Act 1998 The Data Protection Act 1998 promotes pupil wellbeing. This is because all information about a pupil is on a need to know basis. Therefore this ensures that no information about a child that is given out unnecessarily. This law can also protect the child from harm and/or abuse. Special Educational Needs and Disability Act 2001 This law states that a child with special educational needs or who has a disability is entitles to a fair education. This can include tailoring learning to the child’s abilities.It is the schools responsibility to have specific resources for a child to excel in their education. Schools should allow extra time with special educational needs or children with disabilities in order for the children to understand what is asked of them. Equalities Act 2010 This act states that no one should be discriminated in any way and also to be included. For children in schools, staff and pupils should not discriminate and also to tackle discrimination. This can be any form. This will excel pupils’ wellbeing and achievement because children will not be in fear of being left out or discriminated. . 1 Describe why schools have policies and procedures Please see worksheet A5 Policies and Procedures 5. 2 Identify policies and procedures in schools Below is an exhausted list of policies and procedures that can be placed within schools: * Safeguarding * Attendance * Uniform * Fire Safety * Admissions * Behaviour * Accidents * First aid/ Medical * Health and Safety * Anti-bullying * Achievement * Child Protection * Homework* SEN * Teaching and Learning * Equalities * ICT * Subject Specific Policies * Complaints * Equal Opportunities * Confidentiality * Performance Management Disciplinary * Marketing * Finance * Grievance Unit 2: Child and young person development 1. 1 Child and young person physical development from birth to 19 years old Age| Physical development| Birth to 1 month| A newborn child will gain 1 ounce a day after initial weight loss in the first week. Also a child will discover his or her reflexes like grasping, sucking and clenched fists. A child’s vision will be at 8 to 12 inches and can lift head slightly. | 1 to 2 months|A child will be able to lift head to a 45 degree angle. And be able to gurgle and vocalize. 2 to 3 months | A child will be aware of other people by staring. | 3 to 4 months| A child will not be able to chuckle, smile and make use of more vocal techniques. A child will be able to kick legs | 4 to 5 months| A child will gain approximately 5 to 6 ounces per week. He or she will improve gripping techniques. Also he or she may be able to pull him/her self to sit up and roll on each side of their body. A child may also be able to bare weight on his or her legs. He or she may be able to laugh and giggle. | 5 to 6 months| A child will be able to sit up without support.He or she may be able to feed themselves with a cracker or biscuit. | 6 to 7 months| A child will be able to sit up. He or she will reach for desired toy(s). Also a child will be able to pass toys from one hand to another. | 7 to 9 months| A child will be able to shout for attention and also be able to say the odd word i. e. â€Å"mama† or â€Å"dada†. | 9 months to 1 year| May start to crawl or shuffle. Child may start to use the pincer grip to hold on to items or food. Also he/she may be able to pick up objects but will only be able to release by dropping or throwing. 1 year to 18 months| May be able to use a spoon and self feed. During this period a child will start to walk and p ull themselves up in order to start walking. They may also use furniture or toys to aid them to walk. | 18 months to 2 years| Able to use preferred hand for drawing, playing and drawing. A child is able to self feed fully at this stage. Also able to walk up and down stair but with 1 step at a time. | 2 to 3 years| A child will be able to walk independently and start to walk on his/her tiptoes. Also he/she will be able to undo buttons and kick shoes off.Also aid in undressing. | 3 to 4 years| A child will be able to brush his/her own teeth. He/she will start to run and hop. Child will also be able to walk on a line and start to walk backwards. | 4 to 5 years| Will be able to dress and undress unaided. Use scissors accurately, start to write own name and starts to run quickly. | 5 to 7 years| Uses pens and pencils for detailed drawings. Also builds intricate models. | 8 to 12 years| A child will be able to improve on physical skills that they already have developed. For girls puberty starts within this phase of development.Gils will start to develop more as a woman. | 13 to 16 years| A boy’s puberty will start in this time frame but will tend to be stronger than a girl. A boy will start to develop as a young man. This would include the appearance of facial hair and voice breaking. | 16 to 19 years| Most of the child’s physical development has now been completed. | Percentiles Percentiles are a method in which you can measure the progress of a child’s development. A measuring tool that is often used is a percentile chart. Percentile charts normally measure height and weight.Normally if a child’s weight is at a percentile of 75% then the height is normally 75% as well. If these percentiles are very different from each other then this shows that the child is not developing correctly. The higher the percentile the more a child is developing in a certain area. Also if a percentile is lower, then the child is not developing as quickly compa red to the average child. Milestones Milestones are often stages in a child’s life at which a child has reached an achievement in their development. As mentioned in physical development, a child can start crawling or shuffling at about 9 months.Also a child may start to walk independently or start to talk. These are also milestones. 1. 2 Describe with examples how different aspects of development can affect one another Different aspects of development affect one another. 2. 1 Describe with examples the kinds of influences that affect children and young people’s development a) Background Parental expectations – If a parent has high expectations of a child then the child is able to develop at a faster pace and in turn a child will then be able to do a lot more at a young age.This works in the opposite way if a parent has low expectations. An example of this would be if a mother sits with a child and reads with him/her. The child is then able to build up his/her ab ility to read quicker and learn new words quicker. This also makes them have a higher academic level to a child whose mother who does not have high expectations. If a child’s mother has high expectations, then the child will develop academic skills faster. Conflict between parents – If there is conflict between a child’s parents then a child will pick up on this and will learn the actions from their parents.An example of this is when parents are constantly arguing in front of a child, the child then learns that is it ok to shout at other people. A child may develop low self esteem because there is constant conflict in the home. The child may not feel safe within the home as they may be frightened that the parents may shout at them as well. In turn the child may not develop good social/emotional skills. b) Health Asthma – If a child has asthma, this may affect their physical and social development. An example of this is that a child may not be able to do c ertain activities that his/her peers take part in.Also certain asthma drugs can stunt growth there for a child will not grow as quickly or as high as their peers. General poor health – If a child has generic poor health they will not be able to develop socially, emotionally and physically. This is because a child may not be well enough to interact with his/her peers therefore restricting social development. If a child is to be constantly unwell, this can then lead to other illnesses which in turn will restrict physical development and cause future health issues.When a child is constantly unwell, the child will feel upset and may fall into depression. This will then restrict emotional development as a child will not have the chance to feel happy. c) Environment Housing (Living in crowded accommodation) – A child will not be able to develop emotionally or socially when living in confined or cramped living circumstances. The reason for this is because a child needs a plac e in a home to call their own so that they can discover themselves without constant influence from household members.Availability of jobs – If there is a high availability of jobs; a child’s family will then be able to work. This in turn develops a child socially and emotionally. Also a child will be better cared for enabling the child to develop in all areas correctly. This is because a child will be cared for correctly. This will then make the child develop physically and socially. 2. 2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development

A Study of Mexican Americans Essay

Mexican Americans are Americans whose original homeland is Mexico. Ten percent of the current population of United States of America is made up of people from Mexico. Most Mexican Americans are descendants of early indigenous Mexican immigrants (De Leon 41). Mexicans have been migrating into United States of America for a long time and they still migrate into the country to date. Extensive migration of Mexicans into America however started in the 1880s when a rail-road network was built in the south-western sides of America that linked America to the northern part of Mexico. Though the rail road transformed the economy of both areas, it led to the decline of the Mexican entrepreneurship. This led to increased immigration from Mexico to the United States of America and by 1900; more than 130,000 Mexican immigrants had entered the US. They started spreading to non Hispanic areas and by 1915, Mexican Americans had settled as far as Chicago and Kansas City. The First World War spurred economic growth in America which led to increased labour requirements (Hero 16). There was a labour vacuum in America and this led employers to seek workers from the south leading to a wave of what is called labour immigration of Mexicans to United States of America. Mexicans migrated into American labour sectors especially into the urban Midwest cities and the rapidly growing cities in the south-west. This migration was reversed in the 1930s during the great depression. At this time, there were more than half a million Mexicans in United States of America and most of them lost their jobs due to the depression. The American government embarked on a mission of deporting undocumented Mexican aliens while some of the legal migrants were also repatriated to their countries (Gonzalez 89). Immigration of Mexicans to United States of America resumed in the forties when United States of America declared war. Mexicans enthusiastically migrated to America to enrol in almost all the branches of the armed forced and those who were not enlisted in the army engaged in the home front efforts. Women also crossed over to the United States to work in the war industry. After the war, there was another period of economic prosperity in United States of America and labour requirements were high. The fifties therefore saw unprecedented levels of Mexicans into America where tens of thousands were recruited to work in agricultural and rail-road sectors. Since 1965, Migration of Mexicans into United States of America has continued unabated. However, due to economic decline of Mexico in the eighties and nineties, there has been a big wave of illegal immigration into United States of America which has seriously hurt America socially, culturally and economically. America has tried to enact regulations to stem the illegal immigration of Mexicans into the country but such efforts have not been successful. Unlike many other ethnic groups in America that are concentrated in some specific areas, Mexicans are widely distributed all over the country though there are some states like Los Angeles that carry the largest number of Mexican Americans.   There are more than six million Mexicans in the Greater LA area. The second largest Mexican community lives in Chicago, Illinois where there are more than two million Americans of Mexican descent. The third largest population of these people is found in Houston and San Antonio in the state of Texas. Half of the population of the city of San Antonio is actually made up of Americans. Mo re than half of the city of El Paso in Texas is composed of Mexican Americans due to its proximity to the Mexican border. The state of Arizona also has a significant number of Mexican Americans given that it is the state that shares the largest border with Mexico (Gonzalez 78). It is worth noting that most Mexican Americans are found in the states of California, Texas, Illinois and Arizona but other areas like Denver in Colorado and Sacramento also have large populations of Mexican Americans. However, cities in the East and the North are not immensely habited by the Mexicans. There are very few Mexicans in New Jersey, New York, Washington, Ohio and Arkansas. It is also worth noting that Mexican Americans, unlike other ethnic groups in America have restricted themselves to the cities and it’s only in the state of Arizona and Texas where they can be found in the countryside. The historical status of the Mexicans Americans has changed only slightly in the past few decades. Though the Mexicans have been accepted as whites in United States of America, they seem to attract more hatred from the American natives than other ethnic groups in this world power nation. The number of hate groups targeting Mexicans in United States of America has increased considerably in the twenty first century mainly because of the thorny issue of illegal immigration and the anti-Mexican sentiment. According to FBI statistics, 67 percent of crimes directed towards ethnic groups target the Mexican Americans and the number of hate crimes directed towards Latinos of Mexican origin doubling every year in the states of California. These statistics therefore asserts that Mexican Americans may be the most endangered ethnic groups in United States of America. This means that their current status may be even worse than it has been through their entire history of settlement in united states of America . Works Cited De Leà ³n, Arnold. Mexican Americans in Texas: A Brief History WA: Sage. 1999 Gonzalez, Nancy. The Spanish-Americans of New Mexico: A Heritage of Pride .NY: McGraw-Hill, 1969 Hero, Rodney. Latinos and the U.S. Political System. NJ: Pearson, 1992